牛津译林版（2020）必修第三册Unit 4 Scientists who changed the world Welcome to the unit and Reading I教案

《英语》（必修·第三册）
Unit
4
Scientists
who
changed
the
world
Welcome
to
the
unit
&
Reading
(I)
I.
Learning
objectives
By
the
end
of
the
lesson,
the
students
will
be
able
to:
1.
learn
about
two
scientists
after
watching
the
video;
2.
get
to
know
how
to
read
a
news
report;
3.
analyze
and
understand
the
language
of
a
news
report;
4.
discuss
and
reflect
on
factors
contributing
to
success;
5.
write
a
news
report
about
a
scientist.
II.
Key
competence
focus
1.
Analyze
and
understand
the
language
of
a
news
report.
2.
Write
a
news
report
about
a
scientist.
III.
Predicted
area
of
difficulty
1.
Guide
the
students
to
analyze
and
understand
the
language
of
a
news
report;
2.
Guide
the
students
to
write
a
news
report
about
another
scientist.
IV.
Teaching
procedures
Step
1
Lead-in
1.
T
greets
the
students
in
the
following
way
and
guides
them
to
finish
relevant
exercises.
T:
Many
scientists
have
changed
our
lives
and
made
a
difference
to
the
world.
Watch
the
video
and
finish
the
following
exercises.
T:
What
else
do
you
know
about
Yuan
Longping?
【设计意图：紧扣主题，用学生熟悉的话题作为预设教学目标的情境载体导入，创造生动活泼有趣的课堂氛围，激活学生已有的知识和经验，引入主题。】
Step
2
Global
reading
1.
Understanding
the
structure
T
guides
students
to
answer
the
following
question:
(1)
What
is
the
general
structure
of
a
news
report?
Reference
answer:
Inverted
pyramid
–
HLBT
(Headline,
Lead,
Body,
Tail).
(2)
What
is
the
general
structure
of
this
news
report?
T
asks
the
students
to
go
through
the
passage
and
complete
the
chart
with
the
main
idea
of
each
part:
Reference
answer:
Para.
2:
Tu
Youyou
acquired
a
broad
knowledge
of
both
traditional
Chinese
medicine
and
Western
medicine.
Paras.
3-5:
Tu
Youyou
and
her
team
solved
a
lot
of
problems
before
they
successfully
discovered
qinghaosu.
Para.
6:
Tu
Youyou
and
her
team’s
efforts
finally
paid
off.
2.
Understanding
the
details
(1)
T
asks
the
students
to
analyze
the
headline
and
come
up
with
another
headline
for
the
news
report.
Reference
answer:
Qinghaosu,
a
life-saving
medicine
Tu
Youyou,
mother
of
qinghaosu
…
(2)
T
asks
the
students
to
analyze
the
lead.
(3)
T
asks
the
students
to
analyze
the
body
part
of
the
news
report
and
find
out
the
problems
Tu
and
her
team
confronted
and
how
they
solved
them.
Reference
answer:
Tu
Youyou
referred
to
the
ancient
books
of
traditional
Chinese
medicine
again,
redesigned
the
experiments
and
tried
extracting
the
qinghao
herb
at
a
low
temperature
in
order
not
to
damage
its
effective
part.
Tu
Youyou
and
her
team
managed
to
find
solutions
to
the
problem,
e.g.
using
household
water
containers
instead
of
research
equipment.
Tu
Youyou
and
her
team
volunteered
to
test
the
qinghao
extract
on
themselves.
(4)
T
asks
the
students
to
analyze
the
tail
part
of
the
news
report
and
fill
out
the
missing
information.
Reference
answer:
1972;
trial;
error;
benefited;
Awarded;
2015;
explore;
raising.
【设计意图：设计层层递进的“问题链”，引导学生通过阐释、分析、判断等思维训练活动，进一步研读语篇。培养其分析问题、解决问题的能力。】
Step
3
Further
thinking
1.
Understanding
methods
of
demonstration
T
guides
the
students
to
analyze
methods
of
demonstration
the
author
mainly
employ
to
make
the
news
report
convincing
and
find
out
the
examples.
Reference
answer:
Listing
data
【设计意图：引导学生新闻报道的说明方法，为读后仿写打好语言基础。】
2.
Understanding
the
theme
T
guides
the
students
to
answer
the
following
question
by
further
analyzing
the
news
report:
What
contributes
to
Tu
Youyou’s
success?
Reference
answer:
education,
determination
and
sacrifice.
【设计意图：引导学生感知并理解语篇承载的价值取向以及作者的观点态度。培养学生批判性思维的能力。】
Step
4
Practice
T
guides
the
Ss
to
write
a
news
report
about
another
scientist:
The
headline
The
lead—general
introduction
More
detailed
information
about
the
event—early
education,
the
process
of
discovery
…
Background
or
supporting
information—significance
of
discovery
…
【设计意图：引导学生综合运用语言，创造性地解决陌生情境中的问题，运用语言表达自己的观点态度。培养其创新性思维能力，实现能力向素养的转化，实现“深度学习”。】
V.
Homework
Polish
the
news
report
and
share
it
in
groups.
2