Unit4ScientistswhochangedtheworldWelcometotheunit&Reading(I)內容分析：本單元的主題語境是“人與社會”，話題是“科學家、科學發(fā)現(xiàn)和科學精神”。本單元的教學旨在幫助學生認識科學發(fā)現(xiàn)的巨大推動作用，理解科學家的責任擔當和科學精神的價值所在。Welcometotheunit板塊以視頻形式引入單元主題，簡要介紹了兩位對社會發(fā)展有巨大貢獻的科學家；Reading板塊以新聞報道的形式重點介紹了2015年諾貝爾生理或醫(yī)學獎獲得者屠呦呦在發(fā)現(xiàn)青蒿素的過程中付出的不懈努力，旨在讓學生感受科學家身上體現(xiàn)出的可貴品質和精神。本單元卷首的名人名言出自歐文·朗繆爾，意為：“科學家的驅動力主要是好奇心和對真理的渴望。”歐文·朗繆爾是美國化學家、物理學家，因其建立的“表面分子定向說”于1932年獲得諾貝爾化學獎。這句話意在說明科學家應保有一顆好奇心，勇于追求真理。教學目標：Bytheendofthelesson,thestudentswillbeableto:1.learnabouttwoscientistsafterwatchingthevideo;2.gettoknowhowtoreadanewsreport;3.analyzeandunderstandthelanguageofanewsreport;4.discussandreflectonfactorscontributingtosuccess;5.writeanewsreportaboutascientist.教學重難點：1.Analyzeandunderstandthelanguageofanewsreport.2.Writeanewsreportaboutascientist.教學過程：Step1Lead-inQ1:Whatdowerefertowhenwetalkabout“science”?boldhypothesis&cautiousverificationobjectivity&authoritybebold&behumbleprecise&poeticuncertainty&(of)certaintyQ2:Whatdowerefertowhenwetalkabout“scientists”?QuotationfromIrvingLangmuir:Thescientistismotivatedprimarilybycuriosityandadesirefortruth.【設計意圖：緊扣主題，用學生熟悉的話題作為預設教學目標的情境載體導入，創(chuàng)造生動活潑有趣的課堂氛圍，激活學生已有的知識和經(jīng)驗，引入主題。】Step2WelcometotheunitAvideoclip:ScientistswhochangedtheworldWhatelsedoyouknowabouttwoscientistsinthevideo?YuanLongpinghasanasteroidnamedafterhim.In1999,theasteroidprojectteamwhodiscovereditdecidedtohonourthisgreatmanforhisachievementindevelopinghybridrice.Theasteroidiscalled“YuanLongpingstar”.StevenHawkingfulfilledhislifelongdreamofexperiencingzerogravity,eventhoughhewaswheelchair-bound.Hisdreamcametruewhenheflewinaspecialzerogravityairplanein2007.【設計意圖：介紹袁隆平和霍金,吸引學生的的興趣。】Step3Pre-readingWhatdoyouknowabouttheNobelPrize?Picture:MoYanwinningtheNobelLiteraturePrizeStep4FastreadingReadfortheleadofthenewsreport.TuYouyouhasbecomethefirstfemalescientistofthePeople’sRepublicofChinatoreceiveaNobelPrize,awardedforhercontributiontothefightagainstmalaria,oneofthedeadliestdiseasesinhumanhistory.Readforstructure.【設計意圖：指導學生通過找主題句快速獲取段落主旨，培養(yǎng)學生概括段落大意的能力。】Step5DetailedreadingReadforspecificinformation.【設計意圖：幫助學生梳理文章的關鍵信息。接下來通過完成表格和流程圖，引導學生學會自主閱讀、歸納信息、提煉要點。】Step6In-depthreadingReadforthetransitionalsentences.Canyoufindthetransitionalsentencesusedinthisnewsreportandanalyzetheirfunctionsonebyone?Figureoutthetransitionalsentencesandtheirfunctions.Sentencesusingnoun