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英语人教版 (2019)Unit 1 People of Achievement精品教案
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这是一份英语人教版 (2019)Unit 1 People of Achievement精品教案，共8页。教案主要包含了教学内容，教学过程等内容，欢迎下载使用。
（Reading and Thinking：Tu Yuyu Awarded Nbel Prize）教案
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discvery, crucial, vital, cmmitted, apparently, standard, team effrt, hnr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 abut peple f achievement.
本活动为实现课时目标1作铺垫。
1.Talk abut great inventins in the classrm.
Ask students t talk abut great inventins and share what they knw abut the inventrs. Teacher writes dwn descriptive wrds mentined n the blackbard.
Q1: What d yu think is a great inventin/discvery in ur classrm?
Q2: Wh invented/discvered that?
Q3: What d yu think f these peple f achievement?
2.Read the theme page.
Ask students t lk at the theme page and think abut the questins belw.
Q1: Wh is the wman in the pht?
Q2: What is happening?
Q3: If yu are asked t describe Tu Yuyu, what d yu want t knw abut her?
(Pssible answers: the Nbel Prize, research, qualities, age, educatin, 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 ut the main idea and the structure.
本活动为实现课时目标1。
1.Read t find ut the main idea.
Ask students t g thrugh the whle passage and think abut the questins belw.
Q1: Which infrmatin yu want is mentined?
Q2: In which paragraphs can yu find them?
Q3: What is the main idea f the passage?
2.Think and draw ut the structure.
Ask students t draw ut the structure by themselves.
Q1: Can yu draw ut the structure f the passage by yurself?
(Pssible answer: Paragraphs1 & 4 are mainly abut the award and Paragraphs 2 & 3 are mainly abut 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 research prcess.
本活动为实现课时目标2作铺垫。
1.Figure ut hw artemisinin was discvered.
Ask students t read paragraphs 2-3 carefully by fcusing n verbs r verb phrases t knw abut the prcess f artemisinin discvery.
Q1: Hw was artemisinin discvered by Tu Yuyu and her team? Yu may chse t finish the flw chart n page 3 r draw yur wn flw chart based n yur 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 Yuyu’s great qualities.
本活动为实现课时目标2。
1.Read paragraphs 2-3 and talk abut Tu Yuyu’s greatness.
Ask the students t think abut whether Tu Yuyu is a great persn and then wrk in pairs t
find supprting details frm paragraphs 2-3.
Q1: D yu think Tu Yuyu is a great persn?
Q2: What made her great? Please find yur supprting evidence in pairs.
Pssible answers:
(1)Her greatness lies in her cmmitment and patience.
“She and her team examined ver 2000 ld medical texts and evaluated 280,000 plants.”
“After failing mre than 190 times, the team finally succeeded in 1971.”
(2)Her greatness lies in her utstanding prfessinal cmpetence.
“Tu yuyu was amng the first researchers chsen.”
(3)Her greatness lies in her strng belief.
“Hwever, Tu Yuyu wuld nt acknwledge defeat.”
(4)Her greatness lies in her bravery and dedicatin.
“Tu Yuyu went t Hainan, where malaria was mre cmmn, t study malaria patients.”
“Tu Yuyu and her team members even insisted n testing the medicine n themselves t make sure that it was safe.”)
2.Read paragraphs 1 & 4 and further appreciate Tu Yuyu’s greatness.
Ask students t read paragraphs 1 & 4 and further summarize her greatness.
Q: In terms f her greatness, what else can yu find in Paragraphs 1 & 4?
Pssible answers:
(1)Her greatness lies in saving millins f peple’s lives thrughut the wrld.
“Artemisinin has saved hundreds f thusands f lives, and has led t imprved health fr millins f peple.”
(2)Her greatness lies in her team spirit.
“The hnr is nt just mine. There is a team behind me, and all the peple f my cuntry.”
【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（wuld, first, chsen, mre cmmn, insist, cmmitted）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 abut hw the greatness was shwn.
本活动为实现课时目标3。
Ask students t make a summary n hw the greatness was shwn and try t write a recmmendatin abut Tu Yuyu.
Q1: Hw d we knw abut her greatness? Hw was the greatness shwn?
(Pssible answer: The greatness was mstly shwn in an indirect way — telling stries.)
Q2: If BBC were ging t nminate the Greatest Scientist in the 20th Century, hw wuld yu recmmend Tu Yuyu? Wrk in grups f fur and share yur 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 n yur discussin, write a passage entitled “Tu Yuyu: Our Science Icn”.
【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 and reading the title.
本活动为实现课时目标1。
1.Share yur writings entitled “Tu Yuyu: Our Science Icn”.
Ask students t share their writings and give cmments within grups f fur and then share ne f them in frnt f class. Teacher writes dwn key expressins n the blackbard.
Q1: Are yu ready t share “Tu Yuyu: Our Science Icn”? Please appreciate yur wrks in grups f fur and then chse ne t share with all f us.
S Tu Yuyu is such a great science icn. N wnder she was awarded the Nbel n Octber 5th , 2015.
2.Read the title and make a guess.
Ask students t guess the genre f the passage based n the title.
Q1: What is the title?
Q2: Can yu guess where yu wuld pssibly find this passage?
(Pssible answer: The passage can be fund in a newspaper fr the ellipsis in the title and the date it presents. S the passage is a news stry. )
【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。
Activity 2: Reading t find mre features abut a news stry.
本活动为实现课时目标2作铺垫。
1.Read the passage again and figure ut mre features .
Ask students t read the whle passage again t find mre features related t a news stry.
Q: What ther features des a news stry usually have? Wrk in pairs and find yur supprting 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 t fcus n the first 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 in the passage.
Ask students t analyse the infrmatin that is included in the first sentence.
Q1: What infrmatin abut the Nbel Prize is included in the very first sentence?
(Pssible answer: what, when, wh, why.)
Q2: What’s the functin?
(Pssible answer: It is a direct lead that ften cntains the mst imprtant infrmatin in the news, including wh, when, where, what and why, usually leaving hw 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 t fcus n the numbers in the passage.
本活动为实现课时目标2作铺垫。
1.Read and talk abut the numbers in the passage.
Ask students t share numbers that impress them and then think abut the meanings behind.
Q1: What number impresses yu mst?
Q2: What des the number suggest?
(Pssible answer: The number 100,000 impresses me mst, which refers t the lives that artemisinin saved annually in Africa alne. I think it is truly cnvincing t prve the imprtance f artemisinin. )
【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。
Activity 5: Reading t fcus n the qute in the passage.
本活动为实现课时目标2作铺垫。
1.Read and think abut Tu Yuyu’s wrds.
Q1: What’s Tu Yuyu’s attitude twards the hnur?
Q2: D yu think Tu Yuyu’s wrds are necessary here? Why?
(Pssible answer: Undubtedly, Tu’s wrds are necessary. Firstly, they can make the news authentic and vivid, making readers feel as if they were present. Secndly, they can highlight Tu’s persnalities. Finally, they actually shw the writer’s stand and pinin thrugh her wrds.)
【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 f a news stry.
Ask students t make a summary abut the features.
Q1: Can yu summarize the features f a news stry?
(Pssible answers: A news stry usually has the fllwing features: 1) the ellipsis in the title; 2) a direct lead which cntains the mst imprtant infrmatin including wh, when, where, what and why, leaving hw in the detailed part; 3) numbers t make it bjective and cnvincing; 4) a qute t make it authentic and vivid, t highlight a persn’s persnalities and t shw the writer’s stand and pinin.)
【设计意图】 基于上述分析，学生总结新闻故事语篇类型的特征，即标题的省略性、导语的概括性、数据的支撑性和引语的重要性。在此过程中，学生对新闻故事语篇类型有了更深层次的了解，对于学生阅读和写作具有重要意义。
Activity 7: Discussing t make a writing utline.
本活动为实现课时目标3。
1.Discuss and make an utline.
Ask students t discuss in grups f fur and make their wn writing utline.
T celebrate the 70th anniversary f the Peple’s Republic f China, ur schl newspaper starts a new clumn abut “Peple f Achievement”. Yu plan t write a news stry abut ne f the winners f the Medal f the Republic in 2019, including Yu Min, Shen Jilan, Sun Jiadng, Li Yannian, Zhang Fuqing, Yuan Lngping, Huang Xuhua and Tu Yuyu.
【设计意图】 教师创设情境，即为庆祝新中国成立70周年，校报新增有关卓有成就人物的栏目，你将从共和国勋章获得者中，选择一位写一篇新闻故事，向该栏目投稿。学生以小组合作形式，展开讨论，并写出新闻故事框架，有助于学生课后收集人物信息，撰写新闻故事。
Assignment
Based n yur discussin, write a news stry with a picture f the winner and a picture that represents his/her cntributin and submit it t the student unin.
【设计意图】 学生基于讨论出的提纲，通过了解更多所选人物的事迹，紧扣新闻故事语篇类型的特征及单元话题， 检测学生在语言、内容和思维上对文本的认识，帮助学生树立正确的价值观，坚定文化自信。
（Reading and Thinking：Tu Yuyu Awarded Nbel Prize）教案
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discvery, crucial, vital, cmmitted, apparently, standard, team effrt, hnr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 abut peple f achievement.
本活动为实现课时目标1作铺垫。
1.Talk abut great inventins in the classrm.
Ask students t talk abut great inventins and share what they knw abut the inventrs. Teacher writes dwn descriptive wrds mentined n the blackbard.
Q1: What d yu think is a great inventin/discvery in ur classrm?
Q2: Wh invented/discvered that?
Q3: What d yu think f these peple f achievement?
2.Read the theme page.
Ask students t lk at the theme page and think abut the questins belw.
Q1: Wh is the wman in the pht?
Q2: What is happening?
Q3: If yu are asked t describe Tu Yuyu, what d yu want t knw abut her?
(Pssible answers: the Nbel Prize, research, qualities, age, educatin, 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 ut the main idea and the structure.
本活动为实现课时目标1。
1.Read t find ut the main idea.
Ask students t g thrugh the whle passage and think abut the questins belw.
Q1: Which infrmatin yu want is mentined?
Q2: In which paragraphs can yu find them?
Q3: What is the main idea f the passage?
2.Think and draw ut the structure.
Ask students t draw ut the structure by themselves.
Q1: Can yu draw ut the structure f the passage by yurself?
(Pssible answer: Paragraphs1 & 4 are mainly abut the award and Paragraphs 2 & 3 are mainly abut 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 research prcess.
本活动为实现课时目标2作铺垫。
1.Figure ut hw artemisinin was discvered.
Ask students t read paragraphs 2-3 carefully by fcusing n verbs r verb phrases t knw abut the prcess f artemisinin discvery.
Q1: Hw was artemisinin discvered by Tu Yuyu and her team? Yu may chse t finish the flw chart n page 3 r draw yur wn flw chart based n yur 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 Yuyu’s great qualities.
本活动为实现课时目标2。
1.Read paragraphs 2-3 and talk abut Tu Yuyu’s greatness.
Ask the students t think abut whether Tu Yuyu is a great persn and then wrk in pairs t
find supprting details frm paragraphs 2-3.
Q1: D yu think Tu Yuyu is a great persn?
Q2: What made her great? Please find yur supprting evidence in pairs.
Pssible answers:
(1)Her greatness lies in her cmmitment and patience.
“She and her team examined ver 2000 ld medical texts and evaluated 280,000 plants.”
“After failing mre than 190 times, the team finally succeeded in 1971.”
(2)Her greatness lies in her utstanding prfessinal cmpetence.
“Tu yuyu was amng the first researchers chsen.”
(3)Her greatness lies in her strng belief.
“Hwever, Tu Yuyu wuld nt acknwledge defeat.”
(4)Her greatness lies in her bravery and dedicatin.
“Tu Yuyu went t Hainan, where malaria was mre cmmn, t study malaria patients.”
“Tu Yuyu and her team members even insisted n testing the medicine n themselves t make sure that it was safe.”)
2.Read paragraphs 1 & 4 and further appreciate Tu Yuyu’s greatness.
Ask students t read paragraphs 1 & 4 and further summarize her greatness.
Q: In terms f her greatness, what else can yu find in Paragraphs 1 & 4?
Pssible answers:
(1)Her greatness lies in saving millins f peple’s lives thrughut the wrld.
“Artemisinin has saved hundreds f thusands f lives, and has led t imprved health fr millins f peple.”
(2)Her greatness lies in her team spirit.
“The hnr is nt just mine. There is a team behind me, and all the peple f my cuntry.”
【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（wuld, first, chsen, mre cmmn, insist, cmmitted）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 abut hw the greatness was shwn.
本活动为实现课时目标3。
Ask students t make a summary n hw the greatness was shwn and try t write a recmmendatin abut Tu Yuyu.
Q1: Hw d we knw abut her greatness? Hw was the greatness shwn?
(Pssible answer: The greatness was mstly shwn in an indirect way — telling stries.)
Q2: If BBC were ging t nminate the Greatest Scientist in the 20th Century, hw wuld yu recmmend Tu Yuyu? Wrk in grups f fur and share yur 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 n yur discussin, write a passage entitled “Tu Yuyu: Our Science Icn”.
【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 and reading the title.
本活动为实现课时目标1。
1.Share yur writings entitled “Tu Yuyu: Our Science Icn”.
Ask students t share their writings and give cmments within grups f fur and then share ne f them in frnt f class. Teacher writes dwn key expressins n the blackbard.
Q1: Are yu ready t share “Tu Yuyu: Our Science Icn”? Please appreciate yur wrks in grups f fur and then chse ne t share with all f us.
S Tu Yuyu is such a great science icn. N wnder she was awarded the Nbel n Octber 5th , 2015.
2.Read the title and make a guess.
Ask students t guess the genre f the passage based n the title.
Q1: What is the title?
Q2: Can yu guess where yu wuld pssibly find this passage?
(Pssible answer: The passage can be fund in a newspaper fr the ellipsis in the title and the date it presents. S the passage is a news stry. )
【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。
Activity 2: Reading t find mre features abut a news stry.
本活动为实现课时目标2作铺垫。
1.Read the passage again and figure ut mre features .
Ask students t read the whle passage again t find mre features related t a news stry.
Q: What ther features des a news stry usually have? Wrk in pairs and find yur supprting 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 t fcus n the first 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 in the passage.
Ask students t analyse the infrmatin that is included in the first sentence.
Q1: What infrmatin abut the Nbel Prize is included in the very first sentence?
(Pssible answer: what, when, wh, why.)
Q2: What’s the functin?
(Pssible answer: It is a direct lead that ften cntains the mst imprtant infrmatin in the news, including wh, when, where, what and why, usually leaving hw 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 t fcus n the numbers in the passage.
本活动为实现课时目标2作铺垫。
1.Read and talk abut the numbers in the passage.
Ask students t share numbers that impress them and then think abut the meanings behind.
Q1: What number impresses yu mst?
Q2: What des the number suggest?
(Pssible answer: The number 100,000 impresses me mst, which refers t the lives that artemisinin saved annually in Africa alne. I think it is truly cnvincing t prve the imprtance f artemisinin. )
【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。
Activity 5: Reading t fcus n the qute in the passage.
本活动为实现课时目标2作铺垫。
1.Read and think abut Tu Yuyu’s wrds.
Q1: What’s Tu Yuyu’s attitude twards the hnur?
Q2: D yu think Tu Yuyu’s wrds are necessary here? Why?
(Pssible answer: Undubtedly, Tu’s wrds are necessary. Firstly, they can make the news authentic and vivid, making readers feel as if they were present. Secndly, they can highlight Tu’s persnalities. Finally, they actually shw the writer’s stand and pinin thrugh her wrds.)
【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 f a news stry.
Ask students t make a summary abut the features.
Q1: Can yu summarize the features f a news stry?
(Pssible answers: A news stry usually has the fllwing features: 1) the ellipsis in the title; 2) a direct lead which cntains the mst imprtant infrmatin including wh, when, where, what and why, leaving hw in the detailed part; 3) numbers t make it bjective and cnvincing; 4) a qute t make it authentic and vivid, t highlight a persn’s persnalities and t shw the writer’s stand and pinin.)
【设计意图】 基于上述分析，学生总结新闻故事语篇类型的特征，即标题的省略性、导语的概括性、数据的支撑性和引语的重要性。在此过程中，学生对新闻故事语篇类型有了更深层次的了解，对于学生阅读和写作具有重要意义。
Activity 7: Discussing t make a writing utline.
本活动为实现课时目标3。
1.Discuss and make an utline.
Ask students t discuss in grups f fur and make their wn writing utline.
T celebrate the 70th anniversary f the Peple’s Republic f China, ur schl newspaper starts a new clumn abut “Peple f Achievement”. Yu plan t write a news stry abut ne f the winners f the Medal f the Republic in 2019, including Yu Min, Shen Jilan, Sun Jiadng, Li Yannian, Zhang Fuqing, Yuan Lngping, Huang Xuhua and Tu Yuyu.
【设计意图】 教师创设情境，即为庆祝新中国成立70周年，校报新增有关卓有成就人物的栏目，你将从共和国勋章获得者中，选择一位写一篇新闻故事，向该栏目投稿。学生以小组合作形式，展开讨论，并写出新闻故事框架，有助于学生课后收集人物信息，撰写新闻故事。
Assignment
Based n yur discussin, write a news stry with a picture f the winner and a picture that represents his/her cntributin and submit it t the student unin.
【设计意图】 学生基于讨论出的提纲，通过了解更多所选人物的事迹，紧扣新闻故事语篇类型的特征及单元话题， 检测学生在语言、内容和思维上对文本的认识，帮助学生树立正确的价值观，坚定文化自信。
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