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《Lesson 1 A Medical Pioneer》课堂教学教案教学设计（统编北师大版）下载
2. read for general understanding
3. read for specific information and write a summary of the text
4. learn about and practise relative clauses
【教学重难点】
1. reading for specific information about Tu Youyou
2. Using relative clauses
【教学过程】
1. What do you know about malaria?
(1) Write the heading “Pioneer” on the board. Ask students their understanding of the word. Use a dictionary if necessary. Explain that a pioneer is similar to a hero but is different because they achieve or discover something no other person has before.
(2) Encourage students to think of examples of pioneers, e.g., Christopher Columbus, Neil Armstrong, Alexander Fleming.
(3) Encourage students to research what these pioneers are remembered for: Christopher Columbus discovered a new continent; Neil Armstrong was the first man to set foot on the Moon; Alexander Fleming discovered penicillin, which is used in antibiotics.
(4) Ask students to read through the facts silently and tick the information that they find striking. Refer students to the Notes section for any tricky words they don’t know and explain any that are not included.
2. Pair Work: Share with your partner what you know about Tu Youyou.
(1) Invite students to read the phrases in the box silently.
(2) In pairs students discuss what they know about Tu Youyou. Do not confirm ideas at this point.
(3) Invite pairs to come to the front of the class and share what information they know about Tu Youyou. Gather any interesting details and write them on the board.
3. What do you expect to read in a news article about Tu Youyou?
(1) Tell students that they will be reading a news article about Tu Youyou. Draw students’ attention to the photo on page 52 and ask them what they think is happening in the picture, i.e., Tu Youyou is at the Nobel Prize Lecture receiving the prize.
(2) Students write at least three questions they would like to ask about Tu Youyou.
4. Read and find out.
(1) Tell students that they will be reading a news article on a pioneer.
(2) Allow students time to read the full article or call on volunteers to read the passage aloud.
(3) Encourage students to try to use context to understand unknown terms.
(4) If needed, instruct students to draw a ruler line under each paragraph. Then provide a general sentence for each paragraph that acts as a summary. This will help the students to sort out the new information.
(5) Ask students if their questions were answered in the news article.