Unit 4 Scientists Who Changed the World Reading教学设计-2025-2026学年高中英语译林版必修第三册

Book3 Unit 4 Reading（Ⅰ）教学设计 Chinese scientist wins 2015 Nobel Prize 课程基本信息 学科 英语 年级 高一第二学期 课型 新授课 版本章节 新译林版必修三第四单元 课题 Unit4 Reading-Scientists who changed the world (Period1) 教学设计思想 本课以《普通高中英语课程标准》为指引，围绕英语学科核心素养展开设计，体现了以下教学思想： 1.情境化任务驱动，凸显语言运用 以学校“科学节”选拔“年度科学家推荐官”为贯穿始终的情境，将语言学习置于真实、有意义的交际任务中。学生不再是被动接受信息，而是为完成“推荐演讲”这一最终产出而主动获取、梳理、整合并运用语言，实现了从“学语言”到“用语言做事”的转变。 2. 语篇意识与结构化思维并重 教学设计引导学生关注新闻报道的文体特征（如倒金字塔结构、导语作用），并通过图形组织器（流程图、问题-解决方案表）梳理科学发现的过程。这不仅是阅读理解策略的培养，更是结构化思维和逻辑分析能力的训练，契合思维品质培养目标。 3. 自主、合作、探究的学习方式 采用任务型教学与小组合作学习相结合的模式。学生在个体阅读、小组讨论、合作撰写、公开演讲等一系列活动中，成为学习的中心。教师角色转变为设计者、引导者和促进者，为学生搭建了从学习理解到应用实践，最终实现迁移创新的阶梯。 4. 文化自信与立德树人的价值渗透 教学内容本身是弘扬中国科学家精神和中医药文化的优质载体。通过深度解读屠呦呦的科研历程与品质，引导学生感悟“坚持不懈、勇于创新、无私奉献”的科学家精神，理解中医药作为中华文明瑰宝的世界意义，自然地实现了文化意识培养与立德树人的根本任务。 内容分析 【What】本板块的语篇类型是人物报道，内容围绕中国第一位获得诺贝尔奖的女科学家屠呦呦展开。文章介绍了屠呦呦及其团队发现青蒿素的过程，重点介绍了他们的不懈努力，以及从传统中医药学中所汲取的智慧。 【Why】本板块的语篇希望传递给读者两重深层含义：第一是中国的传统中医药学是个巨大的宝库，如果善加利用，可以对人类健康事业作出巨大的贡献；第二是以屠呦呦为杰出代表的科学家们所体现出来的坚韧不拔的意志、无私奉献的品质，是值得我们敬佩和学习的。 【How】本板块的语篇具有新闻体裁的特点，即“倒金字塔”结构。第一段简明扼要地报道了屠呦呦获诺贝尔奖的重要事件，包括时间、人物、事件和原因；第二介绍了屠呦呦的教育经历；第三、四、五段主要描述了屠呦呦及其团队如何发现、提炼、生产、试验青蒿素的主要过程，让读者体会研究的艰辛以及屠呦呦的优秀品质。第六段与第一段呼应，再次表明屠呦呦的成就，并通过屠呦呦的获奖感言，突出发现青蒿素的伟大意义。 学情分析 教学对象为高一学生。一些学生具备一定英语基础，语言表达能力较好，能够适应高中课程要求，积极参与课堂活动；另一些学生因初中阶段基础薄弱，存在词汇量低、阅读速度慢等问题，表达能力方面也有较大提升空间，需要教师适当的鼓励以及引导，以提升其参与度。 本节课涉及“科学家、科学发现和科学精神”等主题，学生对此具有一定兴趣，且屠呦呦的事迹在中文语境中已被广泛宣传，部分学生有一定的背景知识。但学生在青蒿素研发历程及科学家特质相关的英文词汇储备较为有限，阅读遇阻时易产生挫败感，因此阅读交流需求与知识储备不足之间的矛盾构成了本课学习需求。 教学目标 Teaching aims: By the end of the lesson, the students will be able to: 1. figure out the main structure of the news report; 2. learn about Tu Youyou’s experience and the process of discovering qinghaosu; 3. appreciate the qualities of Tu Youyou as a scientist and the significance of her achievement; 4. evaluate the importance of traditional Chinese medicine contributing to a modern scientific breakthrough. 教学重难点 Teaching important and difficult points： 1. Analyze and understand the experiences of Tu Youyou. 2. Identify the qualities of Tu Youyou as a scientist 3. Write and deliver recommendation speech for Tu Youyou. 教学过程 Step 1 Lead-in Our school Science Festival is coming, and now we are seeking the best recommender for the “Scientist of the Year” among all students. Your group need to deliver a recommendation speech for our candidate. Are you ready to compete for the title of “Best recommender”? Activity1: Guess the scientist T shows three clues with a picture of Artemisia annua on the screen and asks Ss to guess: Who is this scientist? ①Her name came from The Book of Songs. “呦呦鹿鸣，食野之蒿” ②She won the Nobel Prize. ③Her discovery saved millions of people’s lives. Activity2: Word bank sorting 1. T asks Ss to circle the words related to the scientist in the words bank. 2. Q: What do you already know about Tu Youyou and her discovery?Words Bank Agriculture Nobel Prize malaria hybrid rice aerospace traditional Chinese medicine extract evolution genetic DNA herb 【设计意图：紧扣主题，以屠呦呦姓名出处（《诗经》名句）作为切入点，将“传统文化”与“现代科学”自然关联，激发学生的文化自豪感与学习兴趣。通过词汇分类活动，激活学生已有的背景知识，为阅读扫清词汇障碍，并为后续语篇理解搭建“脚手架”。】 Step 2 Fast reading 1. Read for the type Where would you possibly find this passage? A. In a blog B. In a news report C. In a speech D. In a letter 2. Read for the structure T asks Ss to skim the passage quickly and figure out structure of the news report, and then match the main idea with each part. 【设计意图：引导学生通过观察标题、插图等，自主发现本文体裁，引导学生回顾以前学过的新闻体裁“倒金字塔”结构特征，培养语篇意识。通过关键词概括段落主旨，训练学生提炼、归纳核心信息的能力，为宏观把握语篇结构奠定基础。】 Step 3 Detailed reading Task1: Tu’s profile T asks Ss to read the Para.2 and complete the timeline.1930: in Ningbo, Zhejiang Province 1951-1955: at university in Beijing After graduation: complete in TCM Conclusion: What made Tu Youyou the right person to lead the malaria project? . 【设计意图：引导学生通过时间轴梳理屠呦呦的教育经历，并通过推断性问题“为什么她是领导该项目的最佳人选”培养学生基于事实进行因果推理的能力，为理解其后续科研成就做好铺垫。】 Task2: The breakthrough— From 2000 to ONE T asks Ss to read para.3 and figure out the process of making qinghao extract. Q1: Why did Tu and her team study malaria? Q2: What did they do? (Tip: focus on the verbs and numbers related to them) Q3: Why did Tu go back to the ancient books after 2,000 recipes failed? What does this tell us about her approach as a scientist? 【设计意图：引导学生通过流程图梳理科研过程，聚焦动词与数字，感受“190次失败后终获成功”的艰辛历程。通过追问“为什么失败后还要回去翻古书”，引导学生深度理解传统中医药智慧在现代科学发现中的具体价值，避免对“文化自信”的空洞理解。】 Task3: The production & trials  T asks Ss to read paras.4-5 and figure out the process of production and trail. During production: Problem 1: ____________________ Solution 1: _________________________ During trails: Problem 2: ____________________ Solution 2: _________________________ Q: Tu and her team tested the extract on themselves. Would you do the same? What does this reveal about her quality? 【设计意图：通过“问题—解决”关系引导学生梳理科研中遇到的困难及应对措施。通过“是否愿意以身试药”的假设性问题制造认知冲突，引导学生真实地体会科学家无私奉献的精神品质，并在文本中寻找证据支撑自己的观点。】 Task4: The significance T asks Ss to read para.1& para.6 and find Tu’s achievement and its significance. 1972: _________________________ 2015： _________________________ Number of people helped: _________________________ The significance For China For the world 【设计意图：引导学生关注首尾段的关键数据，并让学生从中国和世界两个层面理解屠呦呦成就的深远意义，实现学科育人价值。】 Step 4 Post-reading 1. Gallery of qualities T divides the class into 4 expert groups. Each group focus on one paragraph and find out what qualities Tu showed us as a scientist. 2. Make a recommendation speech T asks Ss to work in a group to make a recommendation speech for Tu, and then deliver recommendation speech to compete for the best recommender. Structure of the speech: Beginning: Ladies and gentlemen, we recommend Tu Youyou as “Scientist of the Year”. Body(Choose 2 aspects to focus on): Facing the deadliest disease malaria, she ___________________. One critical moment was when she ____________. Tu Youyou shows us that a scientist should be ____________. For example, she ____________. Finally, her discovery not only __________________________________, but also____ ____________________________________. Ending: All in all, she deserves the honor. 3. Presentation Ss present their recommendation speech in front of the class, try to give each other a score with the checklist and then pick the best recommender. Checklist Content Do they cover 2 aspects? Do they use details or examples to support their ideas? Language Do they use words properly and logically? Presentation Do they have a fluent and passionate speech? Do they have eye contact or body language? 【设计意图：引导学生综合运用本课所学语言与内容，完成推荐演讲的创造性产出，在训练学生主动思考能力和表达输出能力的同时，让学生深刻领会优秀科学家所具备的品质。】 Step 5 Summary & Homework 1. Summary Fill in the following blanks. Tu Youyou has become the first female Chinese scientist _________ (receive) a Nobel Prize, awarded for her contribution to the fight against malaria. In 1969 Tu became head of a team _________  (intend) to find a cure for malaria. _________ (inspire) by an over 1,600-year-old text, Tu redesigned the experiments to produce some _________  (promise) results. After 190 failures, she succeeded in making qinghao extract, _________could treat malaria in mice. When there was no good research _____________ (equip), they had to extract herbs using household water containers. They volunteered to test qinghao extract on _________(they) to ensure its safety. Their efforts finally paid _________. Thanks to her discovery of qinghaosu, malaria patients all over the world now have had _______greatly increased chance of survival. In Tu’s Nobel Lecture, she encouraged scientists to further explore the treasure house of traditional Chinese medicine that will be _________  (benefit) to global health care. 2. Homework 1）Compulsory homework: Polish up your recommendation speech. 2）Optional homework: ① Search for more scientists who changed the world and share their stories next lesson. ② Make a short video (in English) for the school’s social media titled “One Minute to know a Chinese Scientist.” 板书设计 教学反思 本设计通过“竞选推荐官”的情境迅速激发了学生的学习兴趣和表现欲，极大地提升了学生的参与度和课堂活力。任务驱动使学生阅读目标非常明确，从“要我读”变为“我要读”。从词汇预热（Words Bank）、结构分析（图文匹配）到细节阅读的各类表格与问题链，再到演讲的句架支撑，为学生提供了系统、可操作的学习支架，尤其是对于中等及以下水平的学生，确保了输出的质量与信心。但小组讨论与展示环节极易超时，需注意时间管理，确保“专家组”和“筹备组”的讨论高效进行。实际课堂教学需进一步精简教师指令，明确各环节时限，或者考虑将“演讲稿撰写”部分内容调整为课前预习或课后作业，为课堂互动展示留出更充裕的时间。 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 $