Unit 1 Peopleof Achievement教案

（Reading and Thinking：Tu Youyou Awarded Nobel Prize）

文本简析

本单元阅读文本的话题是“取得卓越成就的人物”，旨在让学生走近中国诺贝尔生理学或医学奖获得者屠呦呦，了解她和团队发现青蒿素的研究过程，学习科学家的伟大品质，树立正确的人生观和价值观。与此同时，能通过语篇深刻感受中国传统医药和中国科学研究对世界作出的突出贡献，树立民族文化自信。

文本采用了新闻故事语篇类型，新闻报道部分，客观描述了屠呦呦获诺贝尔奖事件，故事叙述部分，生动讲述了屠呦呦及其团队的研究之路。该文本体现了新闻的“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、三段介绍了屠呦呦的生平经历，主要描述了屠呦呦及其团队如何发现和提炼青蒿素的主要过程，让读者体会研究的艰辛以及屠呦呦的优秀品质。第四段通过屠呦呦的获奖感言，突出发现青蒿素的伟大意义。

在进行本文教学设计时，应以培养学生的英语核心素养为目标，以英语阅读教学综合视野为指导，兼顾内容、语言和思维，综合而有侧重（葛炳芳，2015）。在文本内容的学习过程中，引导学生积累描述“取得卓越成就的人物”的话题语言，如discovery, crucial, vital, committed, apparently, standard, teameffort, honor等等。引导学生利用内容结构图、思维导图等方式梳理结构，提升思维能力；引导学生树立正确的价值观和人生观，即：平凡之人，如果坚守最朴实的初心，勇于担当、敢于奉献，也能创造伟大的人生价值。

第1课时

一、教学内容

了解屠呦呦获诺贝尔新闻事件，梳理青蒿素研究过程，分析和提炼屠呦呦的优秀品质。

二、课时目标

1. 能利用主题图预测文本内容，梳理文章的宏观结构，明确文章的主要内容。

2. 能归纳和提炼屠呦呦以及团队的伟大之处，体会用故事刻画人物的写作手法。

3. 能结合课文内容和自身感受，以推荐信的形式描述人物—屠呦呦。

三、教学过程

Activity 1: Talking about people ofachievement.

本活动为实现课时目标1作铺垫。

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, ...)

【设计意图】步骤1让学生观察教室里的伟大发明，讨论和分享卓越人物之所以伟大的原因，旨在激活学生的已有的话题知识储备。教师板书学生提及的描述性语言，为学生进入屠呦呦新闻故事阅读，做好语言上的铺垫。步骤2通过观察主题图，体会新闻故事发生的现场感，思考人物以及事件。在此基础上，聚焦描述可能存在的问题，激发学生的问题意识，也为语篇学习提供了明确方向。

Activity 2: Figuring out the main ideaand the structure.

本活动为实现课时目标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.)

【设计意图】步骤1 学生带着自己所需要的信息展开整体阅读，有助于提高学生的阅读积极性和有效性。步骤2 学生基于阅读画出文章的结构，有助于提高学生的语篇意识。

Activity 3: Analyzing the researchprocess.

本活动为实现课时目标2作铺垫。

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.

【设计意图】 学生细读第二、三段，聚焦动词或动词词组，利用课文已有的流程图或自己画流程图的方式梳理青蒿素的研究过程，以减少阅读过程的干扰，锻炼语言转换能力和逻辑思维能力。

Activity 4: Summarizing Tu Youyou’sgreat qualities.

本活动为实现课时目标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.”

【设计意图】 步骤1学生以同伴互助形式再读文章，并基于文章内容，在教师的引导下分析、推断和提炼屠呦呦的伟大之处，旨在提升归纳和概括能力。步骤2：学生自行阅读语篇剩余部分，并进一步分析和提炼屠呦呦的伟大之处。在此过程中，综合发展学生对语言（would, first, chosen, more common, insist, committed）的理解能力以及思维能力，同时加深了对青蒿素研究的了解。

Activity 5: Thinking about how thegreatness was shown.

本活动为实现课时目标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.

【设计意图】 步骤1学生进一步体会刻画人物—屠呦呦的方式，通过描述真实故事，让读者感受到研究的艰辛和人物的伟大。步骤2学生借助BBC 20世纪最伟大人物的评选活动，以为屠呦呦写推荐信的方式，致敬屠呦呦，提升自身的语言能力。

Assignment

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

【设计意图】学生基于讨论，以“屠呦呦：我们的科学偶像”为题，写一篇文章，在内容、语言和思维上，综合锻炼学生的能力，检测学生对卓越人物屠呦呦的理解。

第2课时

一、教学内容

归纳新闻故事语篇类型特征，学习仿写新闻故事，刻画一位取得卓越成就的人物。

二、课时目标

1. 能通过分享和评价作业，正确复述青蒿素研究之路，致敬屠呦呦及其团队。

2. 能从标题、导语、数据和引语四个方面，归纳新闻故事的语篇特征。

3. 能结合第一课时故事刻画人物写作手法和本课时的新闻语篇特征，写一则关于卓有成就人物的新闻故事。

三、教学过程

Activity 1: Checking the assignment andreading the title.

本活动为实现课时目标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. )

【设计意图】 步骤1学生在小组和班级中分享和点评习作，有助于提高学生的语言表达和沟通能力。教师借助学生习作进行课文主要内容回顾，为第二课时的阅读做好内容和语言的准备。步骤2学生基于标题猜测文本语篇类型，切入整节课的重点内容，即新闻语篇特征的学习和体验。

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

本活动为实现课时目标2作铺垫。

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.

【设计意图】 学生聚焦语篇特征，在小组讨论中分析和提炼新闻故事语篇特征，提升学生的语篇意识。

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

本活动为实现课时目标2作铺垫。

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.)

【设计意图】 学生再读文章，分析首句所包含的信息，思考段落首句的作用，即导语往往包括了新闻故事最重要的信息（时间、地点、人物、事件和原因），明确新闻故事导语部分的重要性。

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

本活动为实现课时目标2作铺垫。

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. )

【设计意图】 通过让学生分享印象深刻的数据，探讨数据背后的涵义，从而体会数据有助于提高新闻故事的客观性、真实性和说服力。通过数据，学生同样更深刻地感受到研究过程的艰辛、研究者的努力和研究成果的价值。

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

本活动为实现课时目标2作铺垫。

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.)

【设计意图】 通过让学生再次关注屠呦呦的引语，思考屠呦呦对荣誉的态度，反思引语使用的必要性和意义。在此过程中，学生体会新闻故事中引语的作用，例如：增强新闻的真实性和生动性，增强读者阅读时的现场感。事实上，新闻作者借助人物的引语表达了自己的立场和观点，即中国传统医药学和中国科学研究对世界作出的突出贡献。

Activity 6: Making a summary.

本活动为实现课时目标2，并为课时目标3作铺垫。

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.)