Unit1PeopleofAchievementOpeningPageReadingandThinking教學(xué)設(shè)計(jì)-高二英語人教版選擇性

教學(xué)設(shè)計(jì)

課程基本信息學(xué)科英語年級(jí)高二學(xué)期秋季課題Unit1ReadingandThinkingI&II:TuYouyouAwardedNobelPrize教科書書名：普通高中教科書英語選擇性必修一教材出版社：人民教育出版社教學(xué)目標(biāo)1.解讀語篇，掌握專題新聞報(bào)道的語篇特征，思考“什么樣的人才能獲得成功”2.尋讀語篇，找出描述人物特征的語言，通過解讀語言來探究主題意義。教學(xué)內(nèi)容教學(xué)重點(diǎn)：1.了解、熟悉專題新聞報(bào)道的語篇特征。

2.掌握按時(shí)間順序敘述人物經(jīng)歷的方法。

教學(xué)難點(diǎn)：1.自主探索屠呦呦獲得成功的多方面原因。教學(xué)過程LessonPlanforPEPB4U1ReadingandThinking:TUYouyouAwardedNobelPrize&LearningaboutyourLanguage:Buildupyourvocabulary(共2課時(shí))一、教學(xué)內(nèi)容分析本課是對(duì)屠呦呦發(fā)現(xiàn)青蒿素并獲得諾貝爾獎(jiǎng)為主題的專題報(bào)道(featurestory)。全文描述了屠呦呦作為卓有成就的時(shí)代偉人所作出的杰出貢獻(xiàn)。引發(fā)學(xué)生對(duì)價(jià)值、成功和成就三方面的探討，具有很強(qiáng)的立德樹人借鑒意義。文章第一段簡(jiǎn)述了屠呦呦帶領(lǐng)團(tuán)隊(duì)發(fā)現(xiàn)青蒿素并獲得諾貝爾獎(jiǎng)的新聞報(bào)道。用數(shù)字等語言強(qiáng)調(diào)了青蒿素發(fā)現(xiàn)對(duì)全人類的偉大意義。第二、三自然段著重講述了屠呦呦團(tuán)隊(duì)發(fā)現(xiàn)青蒿素的過程。從文獻(xiàn)藥典索引，多手段提取有效成分，到臨床試驗(yàn)，較為詳細(xì)得描寫了一段極具艱難得科研過程。最后一段是屠呦呦的獲獎(jiǎng)感言，她將獲得諾貝獎(jiǎng)歸功于團(tuán)隊(duì)協(xié)作以及中國傳統(tǒng)中醫(yī)學(xué)，體現(xiàn)了她的家國情懷和人本主義。本篇文章是一篇專題報(bào)道，由報(bào)道和人物故事兩部分組成。具有很強(qiáng)的新聞報(bào)道和故事敘述的語言特征，凝練地道。從篇章結(jié)構(gòu)來看，專題報(bào)道的兩部分清晰可見：報(bào)道—專題—報(bào)道。學(xué)生可以感受這兩部分內(nèi)在統(tǒng)一、和而不同的語言風(fēng)格。從篇章內(nèi)容來看，屠呦呦團(tuán)隊(duì)發(fā)現(xiàn)青蒿素，是全人類獲益。屠呦呦在團(tuán)隊(duì)中的領(lǐng)袖身份讓她實(shí)至名歸。從篇章語言來看，本文運(yùn)用許多數(shù)字和直接引語來體現(xiàn)報(bào)道的真實(shí)性，準(zhǔn)確性。同時(shí)在人物故事部分運(yùn)用了大量researchrelated詞匯，側(cè)面體現(xiàn)科學(xué)研究的艱難和枯燥，從而凸顯出人物品質(zhì)。二、教學(xué)過程（共2課時(shí)，每課時(shí)20分鐘）Activity1:SelfdirectedquestioningbeforeactualreadingThisactivityisdesignedtoprepareforAim1.Step1.ShowSsapictureofTUYouyou.T:Areyoufamiliarwithher?Doyouknowanythingabouther?WritedownPhysiologyorMedicineontheblackboard.Q:Whatdidshedotowintheprize?Twritesartemisininandmalariaontheblackboard,underlinesthesyllables,andleadsstudentstoreadaloud.【設(shè)計(jì)意圖】在熱身階段，執(zhí)教老師利用屠呦呦姓名出處，激活學(xué)生對(duì)屠呦呦的已有認(rèn)知，并且導(dǎo)入本課中關(guān)鍵生詞，帶領(lǐng)學(xué)生根據(jù)音節(jié)來拼讀單詞。生詞的導(dǎo)入會(huì)減輕學(xué)生后續(xù)閱讀和形成回答過程中的認(rèn)知負(fù)荷，從而比較流暢地完成后續(xù)任務(wù)。Step2.Selfdirectedquestioning1.Presentthetitleofthepassage:TUYOUYOUAWARDEDTHENOBELPRIZE,6October2015Q:Focusonthetitle.Canyouguesswhereyouwouldmostpossiblyfindthispassage?A:Fromanewspaper,becausethereisaverycleardate.【設(shè)計(jì)意圖】通過對(duì)文體的理解，學(xué)生會(huì)有一個(gè)非常清晰的話題導(dǎo)向型預(yù)測(cè)，即專題報(bào)道的主要內(nèi)容構(gòu)成，可以對(duì)后文進(jìn)行有效預(yù)測(cè)，來幫助他們更有針對(duì)性地搜索信息，從宏觀視角下深入理解語篇內(nèi)容。Activity2:SelfdirectedreadingtoprobeintotheNEWSandtheSTORYThisactivityisdesignedforAims1and2.Step1:DeeplearningDirectanswerstothebasicquestionsTheteacherunderlinestheanswersdirectlyonthescreen. Q1:WhoisTu? A:Sheisamittedandpatientscientist. Q2:Whatmotivatedhertofindartemisinin? A:In1967,thegovernmentformedateamofscientistswiththeobjectiveofdiscoveringanewtreatmentformalaria.Q3:Andwhydidshewintheprize?A:Herresearchledtothediscoveryofmalaria.【設(shè)計(jì)意圖】訓(xùn)練學(xué)生快速定位關(guān)鍵信息的閱讀能力，并且以身示范，培養(yǎng)學(xué)生隨手記筆記和圈畫關(guān)鍵信息的閱讀習(xí)慣。Whatisthesignificanceoffindingartemisinin?Showstudentsthefirstparagraphwithtwoboldfacedwords:crucialandvital.Q1:Canyouguessthemeaningofthesetwowordsaccordingtothecontext?A:Itmeansessential,extremelyimportant,orkeypart.Q2:Canyoufindanyevidencetoshowwhyartemisininiscrucialandvital?A:hundredsofthousandsof;millionsof;Over200million;about600,000;100,000livesQ3:Aretheremoresmallwordsindicatingthesameidea?Circletheword“new”onthescreenasanexample.A:aroundtheworld;eachyear;ayear;alone…Theydonotonlyshowthatthediseasewasspreadallovertheworld,killingcountlesspeople,butalsoshowthefrequencyofthehighdeathrate.【設(shè)計(jì)意圖】學(xué)生能通過上下文猜測(cè)crucial和vital的詞意。然后關(guān)注到行文中間的相關(guān)證據(jù)，比如較直觀的，具有新聞特點(diǎn)的大數(shù)字。為了感知語言，在教師帶領(lǐng)下去關(guān)注比較容易被忽視的形容詞和副詞，從中感悟到語言以內(nèi)容為導(dǎo)向，為內(nèi)容服務(wù)的特點(diǎn)。HowdidTufeelaboutbeingawardedtheprize?Q1:SohowdidTuYouyoufeelaboutbeingawardedtheprize?Wherecanyoufindtheanswer?A:Inthelastparagraph.Theteachershowsthemthefourthparagraphontheslide.Underlineorcirclethewordsandphrasesasstudentsmentionthem.Writedownthefeelingwordsnexttotheunderlinedorcircledphrasesrespectively.Q2:Afteranalyzingwhatisthesignificanceoffindingartemisinintotheworld,thenwhatisittoChina?A:TraditionalChinesemedicinewasneverrecognizedbytheinternationalmedicalmunity,butwhenartemisininproveditsvalue,italsostoodupforthegreatChinesemedicineandChineseculture!【設(shè)計(jì)意圖】引導(dǎo)學(xué)生在文本語言和深層內(nèi)涵中建立聯(lián)系。從屠呦呦的引言中，查找一些她獨(dú)特的表述方式，諸如反復(fù)強(qiáng)調(diào)的Chinese這一信息中感知她民族自豪情緒。即使沒有直接的信息，學(xué)生依然可以感知她的獲獎(jiǎng)感受和態(tài)度。Howwasartemisinindiscovered?Q1:Haveyoueverdoneanyscienceexperiments?Say,chemistry,biology,orphysics?So,ingeneral,whatwouldyoudobeforeyoustarttheexperiments?A:Youstartwithreviewingthetextbook,thendoingexperimentsandtestingresults!Let’sreadandfindoutthestagesofdiscoveringartemisinin.Theteachershowsasamplestagetostudentsandletsthemliststageswithsummarizedsubheads.Stage1:Studyingmalariapatients A:Stage2:reviewingancienttextsStage3:TryingdifferentwaystogettheextractStage4:TestingthemedicineQ2:CanyoucategorizetheresearchrelatedverbsinthefollowingstagesintoColumnA:“whatdidTu/herteamdo?”andColumnB:“Whatwasthepurpose/result?”a.Categorizeresearchrelatedverbsb.AllcategorizedresearchrelatedverbspresentedandteacherleadsstudentstosensethelanguageQ3:Seeingthewholeprocedure,whatimpressesyou?Howwouldyoufeelaboutthescientificresearch?A:Manyrepeatedverbs,like“tested”and“find”.Itprobablyshowsthatthescientificresearchisdull,fullofrepeatedworkandconstantfailures.Q4:ThencanyousensewhatkindofpersonisTufromthisprocedure?A:Sheismittedandpatient.Shenevergaveup.Q5:Thencanyoufindmoredescriptivewords/supportingdetailstoshowherqualities?【設(shè)計(jì)意圖】將一般實(shí)驗(yàn)階段遷移到青蒿素的發(fā)現(xiàn)過程，再將其詞匯提煉概括到屠呦呦的人物品質(zhì)，學(xué)生深刻體會(huì)這一教學(xué)環(huán)節(jié)的關(guān)鍵所在：動(dòng)作描寫體現(xiàn)出人物內(nèi)心信念和力量，外在表現(xiàn)反映真我。在描寫性語言的學(xué)習(xí)中，領(lǐng)會(huì)動(dòng)作與性格的一致性，以讀促寫。WhatkindofpersonisTu?T:Tusaiditwasateamwork,butstilltheNobelPrizewaspresentedtoheralone.TeachershowsSsthesubjectsofeveryresearchprocess.Q1:Whatroledidsheplayintheteam?A:leader,head,soul,backbone…Q2:Veryimpressivefinding!Fromyourperspective,whatkindofpersonisTu?A:Responsible,selfsacrificing,brave;leadership,core,spirit,soul…【設(shè)計(jì)意圖】從文本細(xì)節(jié)入手整合信息，引導(dǎo)學(xué)生關(guān)注研究過程中代詞主語，體會(huì)屠呦呦作為團(tuán)隊(duì)領(lǐng)袖，為科研組指明研究方向。也在團(tuán)隊(duì)屢遭失敗險(xiǎn)些放棄中，抗下艱難險(xiǎn)阻，成為團(tuán)隊(duì)精神支柱。最終收獲成果之后，又以身試險(xiǎn)，主動(dòng)帶領(lǐng)團(tuán)隊(duì)在自己身上做臨床試驗(yàn)，是團(tuán)隊(duì)堅(jiān)實(shí)依靠。學(xué)生能夠總結(jié)出這些行為體現(xiàn)了屠呦呦人物品質(zhì)。在學(xué)案上記錄的關(guān)鍵詞可以幫助學(xué)生邏輯清晰，有結(jié)構(gòu)，有層次地陳述觀點(diǎn)。Activity3:DevelopaframeworktoevaluatewhetherTuisapersonofachievement,successand/orvalueandauthorapresentation.ThisactivityisdesignedforAim