1、第 1 页 共 4 页 Book 3 Unit 4 Scientists who changed the world Reading 1 Chinese scientist wins 2015 Nobel Prize 一、一、教学教学目标目标 By the end of this section, students will be able to: 1. summarize the outline and key information of the news report; 2. evaluate the importance of traditional Chinese medicine
2、and appreciate the qualities of Tu Youyou as a scientist; 3. apply noun phrases when explaining medical terms. 二、二、教学重难点教学重难点 1. To read and understand the news report; 2. To present a speech on “What I can learn from Tu Youyou”. 三、三、教学教学过程过程 步步 骤骤 教学活动教学活动 设计意图设计意图 互动时间互动时间/ /模式模式 Pre-reading Step
3、1 The teacher directs students attention to the title of the news report “Chinese scientist wins 2015 Nobel Prize” and asks students to guess who this winner is. Students talk about what they know about Tu Youyou. 以思维导图的形 式，引导学生分享对屠 呦呦的已有了解，为后 续深入的阅读做铺垫。 4 Individual Work Class Work 第 2 页 共 4 页 Step
4、 2 The teacher has students recall their previous knowledge of the Nobel Prize and important scientific discoveries in history and gets students to answer the questions on Page 44 to invoke background knowledge. 讨论标题的背景信 息，引发阅读兴趣。 4 Individual Work Group Work While reading Step 3 The first reading S
5、tudents skim the news report and finish the timeline. During the feedback, the teacher can help students understand some new words and expressions. 帮助学生掌握阅读 策略，进行整体阅读， 通过按时间线梳理，把 握行文思路。 5 Individual Work Class Work Step 4 The second reading Students read through the text again to identify what messa
6、ge the news report wants to convey, 引导学生进一步阅 读文章，提取文章各部 分大意， 理清行文脉络， 5 Individual Work Class Work Well- educated Nobel Prize winner Strong- minded Tu Youyou Willing to sacrifice 第 3 页 共 4 页 summarize the main idea of each part and complete the chart A1 on Page 46. While reading, students are encoura
7、ged to use a dictionary if they come across any new words. 加深对本篇新闻报道的 理解。 Step 5 The third reading The teacher asks each student to read the text carefully again. Students find solutions to the problems Tu Youyou was faced with and fill in the table A2 on Page 46. 进一步梳理细节信 息。要求学生在理解问 题的基础上，思考如何 解决问题
8、，旨在促进学 生思维品质的提升。 5 Individual Work Class Work Step 6 The fourth reading Students read the news report again to sort out the Chinese elements. Discuss in pairs and talk about what we can do to further explore the treasure house of traditional Chinese medicine and discover more medicines beneficial to
9、 global health care. 通过引导学生在理 解的基础上，重点梳理 语篇中的中国元素，加 强学生利用英语传播祖 国优秀文化的意识。 5 Individual Work Group Work Step 7 The fifth reading Students read the text again and work in pairs to discuss the questions in A3 on Page 46. 要求学生寻找细节 论据，支撑屠呦呦作为 科学家所具备的优秀品 质的观点。不是单纯的 语言使用的活动，而是 将学科育人的意识贯穿 在活动的过程中。 5 Individu
10、al Work Group Work Post-reading Step 8 Drugs based on Tu Youyous research have led to the survival of the infected and improved health. Her success suggests that an old idea might lead to a new discovery. Students discuss in groups of four to prepare for 引导学生总结提炼 屠呦呦的优秀品质体现 在哪里，并思考自己今 后的人生之路，将立德 树人落实到教学中。 10 Group Work 第 4 页 共 4 页 a short speech entitled “What I can learn from Tu Youyou”. Homework 1. Write a speech on “What I can learn from Tu Youyou” based on group work. 2. Finish the workbook. 2
