Unit 1 People of Achievement-Reading and Thinking 教案-2025-2026学年高中英语人教版选择性必修第一册

Unit 1 People of Achievement-Reading and Thinking 内容导航 This section focuses on Tu Youyou, a distinguished Chinese scientist, introducing her life, efforts in researching artemisinin to treat malaria, and her Nobel Prize honor, highlighting her perseverance and dedication to global health. It helps students understand the spirit of people of achievement. 教学目标和重难点 1. 教学目标 Language Competence: Students master core vocabularies and sentence patterns related to achievements and scientific research, improving their ability to understand biographical texts and express opinions about outstanding figures. Cultural Awareness: They learn about Chinese scientists’ contributions, enhance cultural confidence, and understand the common value of perseverance across cultures. Thinking Quality: They develop logical thinking by analyzing the text structure and critical thinking by discussing the significance of Tu’s achievements. Learning Ability: They master reading strategies like skimming and scanning, and cultivate autonomous and cooperative learning habits through group activities. 2. 教学重难点 Key Points: Understanding the main content and structure of the biographical text about Tu Youyou; mastering core vocabularies (e.g., achievement, dedicate, extract, cure) and sentence patterns (attributive clauses); grasping reading strategies to obtain key information. Difficult Points: Using attributive clauses correctly to describe people and their achievements; deeply understanding the spiritual connotation behind Tu’s efforts; expressing personal views on "people of achievement" in fluent English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students’ interest in the topic "People of Achievement", activate their prior knowledge, and lay a foundation for the subsequent reading. First, the teacher presents some pictures of world-famous people of achievement on the screen, including scientists (such as Tu Youyou, Yuan Longping, Marie Curie), writers, and social activists. Then, the teacher asks students to work in pairs to discuss two questions: "Who is the person of achievement you admire most? Why do you admire him/her?" After 3 minutes of discussion, invite 2-3 groups to share their opinions. When students share, the teacher guides them to use simple English to describe the person’s achievements and qualities, and writes down key words they mention (such as hard-working, dedicated, creative, brave) on the blackboard. Next, the teacher introduces the topic of this lesson: "Today, we will learn about a great Chinese scientist who won the Nobel Prize. She has made great contributions to curing malaria and saving millions of lives around the world. Do you know who she is?" Guide students to guess Tu Youyou. Then, the teacher briefly introduces Tu Youyou’s basic information (date of birth, educational background, major achievements) in simple English, so that students have a preliminary understanding of her and arouse their desire to read the text. Step 2: Pre-reading (Vocabulary Preview and Reading Strategy Guidance) Before reading, it is necessary to help students master key vocabularies and understand basic reading strategies, so as to remove obstacles for their independent reading. First, the teacher presents the core vocabularies and phrases in the text on the screen, including achievement, dedicate, extract, cure, malaria, obstacle, acknowledge, insist on, lead to, be committed to. For each word and phrase, the teacher explains its meaning, pronounces it correctly, and gives example sentences combined with the text context. For example, for "extract", the teacher says: "Extract is a noun here, meaning a substance obtained from a plant, animal, etc., especially one used in medicine or food. In the text, Tu Youyou’s team tried to get the extract from sweet wormwood to treat malaria." For "be committed to", the teacher gives the example sentence: "Tu Youyou is a committed scientist who is dedicated to her research." After explaining the vocabulary, the teacher introduces the reading strategies to be used in this lesson: skimming and scanning. The teacher explains: "Skimming means reading quickly to get the main idea of the text, without paying attention to details. Scanning means reading quickly to find specific information, such as names, dates, numbers, etc." Then, the teacher asks students to recall how to use these two strategies in previous English learning, and summarizes the key points of using the strategies: when skimming, focus on the title, topic sentences of each paragraph, and the beginning and ending of the text; when scanning, pay attention to key words and locate the information quickly. Step 3: While-reading (Comprehensive Reading and Information Extraction) This step is the core of the lesson, aiming to help students understand the text in depth, master the main content and structure, and improve their reading ability through different reading tasks. It is divided into three parts: skimming, scanning and careful reading. First, skimming task. The teacher asks students to read the text quickly (skimming) and answer two questions: 1. Who is the main character of the text? 2. What is the main achievement of the character? After students finish reading, invite them to answer the questions. The teacher checks the answers and summarizes: "The main character is Tu Youyou, and her main achievement is discovering artemisinin, a crucial new treatment for malaria, which won her the Nobel Prize for Physiology or Medicine." At the same time, the teacher guides students to find the topic sentence of the text (the first paragraph) and understand the main idea of the text. Second, scanning task. The teacher asks students to read the text again quickly (scanning) and fill in the following form about Tu Youyou’s life and research experience. The form is as follows: Time Events December 30, 1930 Tu Youyou was born in Ningbo, China. 1955 She graduated from Peking University Medical School. 1967 She was chosen as one of the first researchers in a team set up by the Chinese government to discover a new treatment for malaria. 1969 She became the head of the project in Beijing and decided to review ancient Chinese medical texts. 1971 After failing more than 190 times, her team finally succeeded in discovering artemisinin. Later She was awarded the Nobel Prize for Physiology or Medicine. Students complete the form independently, and then check the answers in pairs. The teacher walks around the classroom to guide students who have difficulties, and then presents the standard answers on the screen to ensure that all students can grasp the key time and events in Tu Youyou’s life and research process. Third, careful reading task. The teacher asks students to read the text carefully paragraph by paragraph, and complete the following tasks to help them understand the details and deep meaning of the text. For Paragraph 1: Ask students to answer: What is the significance of artemisinin? The teacher guides students to find the key sentences in the paragraph: "Artemisinin has saved hundreds of thousands of lives, and has led to improved health for millions of people. Over 200 million people around the world get malaria each year, and about 600, 000 die from it. Artemisinin has become a vital part of the treatment for malaria, and is thought to save 100, 000 lives a year in Africa alone." Then, the teacher asks students to discuss in groups: Why is artemisinin so important? Through discussion, students can understand that malaria is a serious disease that endangers human life, and artemisinin has effectively solved this problem, bringing hope to millions of people. For Paragraph 2: Ask students to find the key information about Tu Youyou’s background and the reason why she joined the malaria research team. The teacher guides students to find: "Tu Youyou, a committed and patient scientist, was born in Ningbo, China... After she graduated, she worked at the China Academy of Traditional Chinese Medicine in Beijing. In 1967, the Chinese government formed a team of scientists with the objective of discovering a new treatment for malaria, and Tu Youyou was among the first researchers chosen." Then, the teacher asks students: What can we know about Tu Youyou from this paragraph? (She is committed and patient; she has a good educational background and work experience.) For Paragraph 3: Ask students to answer: What did Tu Youyou and her team do to find a new treatment for malaria? Guide students to find the key sentences: "Her team examined over 2, 000 old medical texts, and evaluated 280, 000 plants for their medical properties. From their research, they discovered and tested 380 distinct ancient Chinese medical treatments that showed promise in the fight against malaria." Then, the teacher asks students to think: What does this show about Tu Youyou and her team? (They are hard-working, careful and persistent.) For Paragraph 4: This is the key paragraph about the process of discovering artemisinin. The teacher asks students to read it carefully and answer the following questions: 1. What did Tu Youyou’s team find from the ancient medical text? 2. Why did their first two attempts fail? 3. How did they finally succeed? 4. What did Tu Youyou and her team do to ensure the safety of the medicine? After students answer the questions, the teacher summarizes: Tu Youyou’s team found that sweet wormwood could be used to treat fever from an ancient medical text. Their first two attempts failed because boiling destroyed the medical properties of sweet wormwood. They finally succeeded by using a lower temperature to draw out the extract. To ensure the safety of the medicine, Tu Youyou and her team even tested it on themselves. Then, the teacher asks students to discuss: What can we learn from the process of their success? (Perseverance, courage to try, dedication, and respect for science.) For Paragraph 5: Ask students to read Tu Youyou’s words and answer: What does Tu Youyou think of the honor of the Nobel Prize? Guide students to find: "The honour is not just mine. There is a team behind me, and all the people of my country. This success proves the great value of traditional Chinese medicine." Then, the teacher asks students to think: What kind of person is Tu Youyou according to her words? (Modest, grateful, and proud of Chinese traditional medicine.) After completing the careful reading tasks, the teacher guides students to sort out the structure of the text. The text is a biographical article, which is structured in chronological order: introducing Tu Youyou’s Nobel Prize honor (Paragraph 1) → her background and the reason for joining the research team (Paragraph 2) → the process of her team’s research (Paragraphs 3 and 4) → her views on the honor (Paragraph 5). Through sorting out the structure, students can better understand the logical connection of the text and improve their ability to analyze the text structure. Step 4: While-reading (Language Points Analysis) On the basis of understanding the text, this step focuses on analyzing the key language points in the text, helping students master the usage of core vocabularies and sentence patterns, and laying a foundation for their subsequent language application. The key language points are mainly selected from the text, focusing on the vocabularies and attributive clauses explained in the pre-reading part. First, core vocabularies and phrases. The teacher reviews the vocabularies and phrases explained in the pre-reading part, and combines the sentences in the text to further explain their usage and collocations. For example, "dedicate" is explained in detail: "Dedicate means to give all your time, energy, etc., to something you believe in or to a person. The common collocation is 'dedicate oneself to sth' or 'be dedicated to sth'. In the text, 'Tu Youyou, a committed and patient scientist' and 'she dedicated her life to the research on artemisinin' both use this word. Please make a sentence with 'be dedicated to'." Invite students to make sentences, such as "I am dedicated to my studies." The teacher corrects and evaluates the sentences to ensure that students can use the word correctly. Another example is "insist on": "Insist on means to demand that something happens or that someone does something, especially when others disagree. The common collocation is 'insist on doing sth'. In the text, 'Tu Youyou and her team members even insisted on testing the medicine on themselves' uses this phrase. Please make a sentence with 'insist on doing sth'." Students can make sentences like "He insists on exercising every morning." Second, key sentence patterns - attributive clauses. The teacher selects several typical attributive clauses from the text, such as: 1. "This year’s Nobel Prize for Physiology or Medicine has been awarded to Tu Youyou (co-winner), whose research led to the discovery of artemisinin." 2. "In 1967, the Chinese government formed a team of scientists with the objective of discovering a new treatment for malaria, and Tu Youyou was among the first researchers chosen." 3. "From their research, they discovered and tested 380 distinct ancient Chinese medical treatments that showed promise in the fight against malaria." The teacher first explains the structure and usage of these attributive clauses: The first sentence uses "whose" to guide the attributive clause, modifying the antecedent "Tu Youyou", and "whose" is used to indicate possession. The second sentence uses the past participle "chosen" as the postpositive attribute, which is equivalent to an attributive clause "who were chosen". The third sentence uses "that" to guide the attributive clause, modifying the antecedent "ancient Chinese medical treatments", and "that" acts as the subject in the clause. Then, the teacher asks students to find other attributive clauses in the text and analyze their structure and usage in pairs. After 5 minutes, invite several students to share their analysis results. The teacher corrects and supplements them to help students master the usage of attributive clauses in the context of describing people and their achievements. Step 5: Post-reading (Consolidation, Discussion and Expansion) This step aims to consolidate the knowledge learned in the lesson, deepen students’ understanding of the text and the theme, and improve their language expression ability and thinking quality through discussion and expansion activities. First, consolidation exercise. The teacher presents a cloze test based on the text, which includes the core vocabularies and attributive clauses learned in the lesson. Students complete the cloze test independently, and then check the answers in pairs. The teacher explains the key points and difficult points in the cloze test to ensure that students can flexibly use the knowledge learned. The cloze test is as follows: Tu Youyou is a committed scientist who 1.______ (dedicate) her life to the research on malaria. In 1967, she joined a team 2.______ objective was to discover a new treatment for malaria. Her team examined many ancient medical texts and tested a lot of plants. After failing more than 190 times, they finally succeeded in discovering artemisinin, 3.______ has saved millions of lives. Tu Youyou, 4.______ research has made great contributions to global health, was awarded the Nobel Prize for Physiology or Medicine. She said the honor belonged to the whole team and the people of her country. The standard answers are: 1. is dedicated to/dedicates 2. whose 3. which 4. whose. After checking the answers, the teacher asks students to read the cloze test aloud to consolidate the usage of vocabularies and sentence patterns. Second, group discussion. The teacher divides students into groups of 4-5 and asks them to discuss the following topics: 1. What qualities does Tu Youyou have that make her a great person of achievement? 2. What can we learn from Tu Youyou’s experience? 3. In your opinion, what is the true meaning of "achievement"? During the discussion, the teacher walks around the classroom to guide students, encourages them to express their opinions freely, and reminds them to use the vocabularies and sentence patterns learned in the lesson. After 10 minutes of discussion, each group sends a representative to share their discussion results. The teacher comments on each group’s performance, affirms their correct views, and supplements and improves their opinions. For example, when students talk about Tu Youyou’s qualities, the teacher can supplement: "Tu Youyou is not only persistent and dedicated, but also modest and brave. She dared to try new methods and even tested the medicine on herself, which shows her great sense of responsibility." Third, expansion activity. The teacher introduces other people of achievement in different fields (such as Yuan Longping, Marie Curie, Steve Jobs) and presents their brief introduction and achievements on the screen. Then, the teacher asks students to choose one of them and write a short passage (about 50 words) to introduce his/her achievements and qualities, using the vocabularies and attributive clauses learned in the lesson. Students complete the short passage independently, and then exchange their passages with their deskmates for mutual correction. The teacher collects some typical passages, reads them aloud in class, and comments on them, pointing out the advantages and areas for improvement. This activity can not only consolidate the knowledge learned, but also expand students’ horizons and improve their writing ability. Step 6: Summary and Homework First, summary. The teacher invites students to summarize what they have learned in this lesson, including the main content of the text, core vocabularies, key sentence patterns, and their understanding of "people of achievement". Then, the teacher makes a final summary: "In this lesson, we learned about Tu Youyou’s life and her great achievement in discovering artemisinin. We mastered some core vocabularies and attributive clauses, and understood the qualities that a person of achievement should have - perseverance, dedication, modesty and courage. We should learn from these great people and strive to become better ourselves." Second, homework. The teacher assigns three levels of homework to meet the needs of different students: 1. Basic homework: Read the text aloud for 15 minutes every day, recite the core vocabularies and key sentences in the text, and copy the attributive clauses learned in the lesson 5 times each. This homework is to help students consolidate the basic knowledge and improve their language sense. 2. Intermediate homework: Write a short passage (about 80-100 words) introducing a person of achievement you admire, using at least 3 core vocabularies and 2 attributive clauses learned in the lesson. This homework is to help students apply the knowledge learned to writing and improve their writing ability. 3. Advanced homework: Surf the Internet to find more information about Tu Youyou or other people of achievement, and prepare a 2-minute oral report to share in the next class. This homework is to expand students’ knowledge, improve their oral expression ability and autonomous learning ability. Finally, the teacher encourages students: "I hope you can learn from Tu Youyou and other people of achievement, keep working hard, and pursue your dreams. I believe you can also achieve great things in the future." 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $