Unit 2 Project Magic needles：Chinese acupuncture教学设计

李文洁

教学对象：高二学生

指导老师：曹文娟（江苏省南京市金陵中学备课组长）

一、教学分析

（一）教学内容

牛津版高中《英语》Module 7 Unit 2 Project部分的 Magic needles：Chinese acupuncture是一篇说明文，讲述了“针灸”的起源和发展历史（origin and development）、临床应用及效果（clinical application and effects）、理论依据（theories），以及国际医学界对针灸的看法（international views）。文章的结构性强，适用于引导学生有意识地关注文本结构。文中虽然提供了一些中医的文化信息，但是不全面，因此有必要作适当的提炼和补充，以期学生对中医及其文化的认知更完整。

（二）学情

时值新冠肺炎疫情防控期间，关于中医药的新闻和见解每每见诸网络，加之成长于认可中医的社会中，学生对“中医”“针灸”等话题比较熟悉。一方面，学生得益于发达的科技和多元化的媒体信息，可以多渠道地获取课本内外的知识；另一方面，囿于时间和认知水平，“信息轰炸”可能对学生造成困扰，不利于其批判性思考。

（三）教学目标

通过本课的学习，学生能够：

1.理清文章结构，分析篇章和段落的主题。

2.基于文本提炼信息内容和表达句式，使用归纳性语言简介“针灸”。

3.学会查阅并筛选有信度的资料，培养思维品质。

4.对“中医”这一话题形成较客观的观点，激发对中医及其背后的我国传统文化的兴趣，形成文化自信。

（四）教学重难点

1.培养学生的阅读策略，提高其迅速把握篇章结构和提炼信息的能力。

2.迁移阅读文本，激发学生联系当下实际，发展其批判性思维，使其形成理解、包容的文化意识。

二、教学设计

（一）总体思路

虽然文本对针灸发展史的讲述较为翔实，对“针灸”的科学理论阐述客观、清晰，但是主要从西医视角出发，没有突出“阴阳”“真气”等中医中最核心的理论支持，使文本最后一部分——国际认可，显得突兀。因此，教师选取相关文本、音频及新闻素材对本课进行补充，并充分利用在线互动灵活、便捷的优势，将教学活动分为读和写（在线文字输入及课后写作）两大模块，主要步骤如下：

（二）教学过程

Step 1：Read to get information

文本着重介绍“针灸”的历史和发展及其理论支持。首先，通过问题和思维导图引导学生进行泛读和精读，使其高效地掌握文本信息。

Read Paragraph 1 quickly and find out the answer：

Q：What is acupuncture?

Acupuncture is the use of______to treat health problems.（needles）

Read Paragraph 5—6 and find out the answers to the following questions：

Q1：What problems can be treated by acupuncture?

Q2：How can acupuncture reduce/relieve pain?

【设计说明】通过快速阅读将文本的重点话题提炼出来，培养学生快速提取信息的能力，为下一步提炼文章结构要点作好内容准备。

Complete the mind map（见下图）on acupuncture according to the article.

【设计说明】通过制作思维导图，将说明文以图的形式呈现在学生面前，启发其思考文章的写作逻辑，培养其提取要点、归纳要点、整合信息的能力。

Step 2：Read for understanding

（1）Refer to the passage and translate the following medical terms about acupuncture into English.

（穴位acupuncture point；中医traditional Chinese medicine；针灸医师 acupuncturist；望闻问切 ask...，look at...，listen to...，check...；经络 energy channels）

【设计说明】本环节旨在引导学生发现并理解文本中关于中医的关键词汇的文化内涵，实现语言的内化，为用英语介绍中华优秀传统文化打好基础，并为后续讨论作好铺垫。

（2）Supplementary Reading：basic theories of TCM：Qi（气）

According to traditional Chinese medicine theory，Qi enables life to exist within us，without which people will die.Acupuncture is based on the idea of Qi，which is an energy running through the body in special channels.Health is the result of a harmonious balance of energy inside the body，while illness is the consequence of an imbalance.Inserting needles into these points with appropriate combinations is said to bring the energy flow back into proper balance.

Q1：What is“Qi”in English?（Energy.）

Q2：What does“Qi”give us?（Life.）

Q3：Why do people get sick according to the theory?（Imbalance of“Qi”.If“Qi”doesn’t flow smoothly，or not in the right course，people will get sick.）

【设计说明】补充材料介绍中医乃至中医文化中“气”这一概念。此环节引导学生从中华文化的视角理解“针灸”“真气”，加深其对中华文化的认同感，并为后续的讨论搭好“脚手架”，让其学会用所学英语阐释中华文化元素。设计的三个问题的难度逐一推进，Q1与Q2旨在梳理信息，提高学生的语言理解能力和表达能力，同时引导其获取“气”的文化内涵，比较文化异同；Q3考查学生的信息提炼能力、概括能力，并输入中医对“生病”的解读这一背景知识，引导其跳出“西医”的思维体系看待中医文化，进而帮助其对文本中“针灸”的理解更立体、有逻辑。

Step 3：Transfer-practice

Present two survey questions and invite students into discussion.

Have you or your family ever tried acupuncture before?

A.Yes.It worked well.

B.Yes.It worked，but didn’t meet the expectation.

C.Yes.It did nothing at all.

D.No.

Have you tried or heard of other traditional Chinese treatments?

在学生参与话题讨论时，教师呈现相关图片。

【课堂实录片段】

T：Have a close look at our life.Traditional Chinese medicine，including acupuncture is actually a commonplace.Have you tried or heard of other traditional Chinese treatments?

S1：I take Ban Lan Gen when I catch a cold.

S2：My mom will offer chicken soup whenever she thinks I need energy.

S3：火罐（Cupping）.

S4：I’ve tried 艾灸（moxibustion），and it feels great.

S5：My aunt once had a headache and she tried acupuncture.She said it was effective and not painful.

S6：My mom tells me not to eat too many peaches，because it’s“cold”.By“cold”she doesn’t mean the temperature，but the...

T：凉性?The nature of the food?

S6：Yes.（Other students followed too.）

T：I see you understand what“凉”means in traditional Chinese medicine.Isn’t it interesting?Do you follow your mom’s suggestion?

S6：Yes.I once had it too much and had a diarrhea.

T：So you think it makes sense.

T：The traditional Chinese medicines is so deep into our life and our culture that we sometimes don’t even realize it.It is part of us Chinese.We sometimes turn to Chinese treatment and benefit from it.

【设计说明】中医理念深入中国人的日常生活。利用在线网课平台互动及时、高效的特点，充分调动学生的参与积极性，鼓励其联系实际，充分联想中医对自己的影响，互相分享对中医的了解和认知，感悟中医对社会的积极影响，树立文化自信。

Step 4：Discussion—My understanding of TCM

（1）Present the students with two pieces of updated news about Chinese medicine in the coronavirus outbreak.

Excerpt：Renowned Chinese respiratory specialist Zhong Nanshan on Tuesday highlighted the studies on traditional Chinese medicines in the fight against novel coronavirus disease（COVID-19）.

（2）Listen to the news about“Traditional Chinese Medicine used in treating COVID-19”and complete the gap-filling.

教师选取了一段China Global Television Network（CGTN）的有关视频报道，请学生完成填空并获取信息。原文如下：

Health officials say they are using both traditional Chinese and western medicines to treat patients infected by the coronavirus.Local health officials also said traditional Chinese medicine can prevent the disease from getting worse，boost the immune system and alleviate（减缓）symptoms like coughing，chest congestion，and improve lung function.

Q：According to this news，what can Chinese medicine do in treating novel coronavirus?（Prevent the disease from getting worse./Boost the immune system and alleviate symptoms like coughing，chest congestion，and improve lung function.）

【设计说明】充分利用网络资源，对外部信息进行主动选择、加工和处理，在丰富教学情景的同时，启发学生对原始资料进行整理与分析，为其批判性思维的培养搭建平台，并为其今后自主收集、分析信息打下基础。

（3）Play a TED Talk on The Wonder of Chinese Medicine.

【设计说明】视频直观地展现了一位外国中医从业者对中医的思考，也是从普通人的视角认识中医、看待中医。视频穿插了本课的重点词汇，语言符合学生的认知水平和学习能力，内容呼应了文本信息，有真实案例和科学阐述，进一步加深了学生对中医的认知。因此，该视频既是文本的可视化输入，又为学生后续的讨论提供了可模仿的样本和翔实的素材。

（4）Encourage the students to express their idea towards“traditional Chinese medicine”.

Q：What is your understanding of TCM?

【课堂实录片段】

T：There are always debates on TCM.Some advocate it for its effectiveness，but some hold doubts on its safety or scientific explanation.And I’d like to listen to you.

S1：TCM seems a magic to me.I take some Chinese medicines too when I have a cold.And it takes effect.

S2：I notice that people have been making up jokes about“双黄连”recently，which turned out to be a rumor.So I think we should be cautious and listen to experts.

S3：There are reports proving TCM effective in treating some symptoms.

...

T：You are giving an opinion based on your personal experience.That’s a convincing example.

S4：I’ve read an article about TCM.Throughout Chinese history，TCM always works in treating epidemics like flu and plagues，even when the disease was quite severe across the world.There are records about it.

...

T：Sounds reasonable.And historical documents are reliable sources to support a statement.So according to the article，TCM has made contributions.

S5：I’d rather believe TCM could be taken as a complementary medicine.It is actually the western medicine that cures the disease and TCM could improve the patients’health condition.

S6：I have doubt about it because there is no convincing evidence to support its theory.

...

T：You have raised an important question.So do you think we need further study before coming to a conclusion?

S7：I think scientists are working on it.

S8：There are researches and there are ancient medical books about it.I think the real TCM is great but the problem is that there are more fake ones.So people cannot always have access to the good TCM experts.So more people just turn to western medicine.

T：So in your opinion TCM works but we should make efforts to develop it.

S9：Yes.

...

教师适时评价、总结学生的观点，并在屏幕上列出关键词以启发更多学生思考、发言。

【设计说明】观看视频后的讨论是开放性的。教师鼓励学生基于对课文的解读和思考，表达和建构对中医的认知。本环节是对本节课的总结与升华，将课内所学延伸至课外。学生通过观点的碰撞，由被动接受信息刺激转变为主动加工信息，形成自己的观点，增强了思维的逻辑性和创新性；通过在线语音或打字的方式参与合作学习，抓住机会表达观点。

（5）After-class work.

In the end of the class，the teacher shares with students a part of Tu Youyou’s Nobel Prize speech in 2015，in which she presented her understanding and expectations about TCM.

“Chinese medicine and pharmacology are a great treasure-house，which should be explored and raised to a higher level.Since‘tasting hundred herbs by Shen Nong’，China has accumulated wealthy experience in clinical practice，integrated and summarized medical application of most nature resource over the last thousands of years through Chinese medicine.Adopting，exploring，developing and advancing these practices would allow us to discover more novel medicines beneficial to the world healthcare.”

——Tu You you（The Nobel Prize in Physiology or Medicine 2015）

Ask students to search for more information and write an essay about their own understanding of traditional Chinese medicine.

（The teacher has recommended some scientific articles and reliable websites.）

【设计说明】以屠呦呦的获奖感言为本节课的结语，引领学生加深对我国文化的理解和热爱。课后作业是课堂教学的延伸。针对本堂课的课后作业，既引导学生继续应用所学语言，又鼓励其进一步丰富、拓展关于“中医”的语言、认知和辩证思维。

三、教学反思

（一）目标预设与生成

课堂是一个充满活力的生命整体。教师在预设课堂时需要明确教学任务，使课堂高效，达成目标。再精心的预设也无法预演课堂的全部细节，这就需要教师灵活应对。本节课成功很大程度上取决于学生的话题知识储备和认知水平。教师原计划在Step 1结束时鼓励学生根据文本完成对acupuncture的简介（a brief introduction），但从网课平台参与对话的人数看，学生有畏难情绪，于是果断降低难度，改为根据思维导图复述关键词块。学生对Step 3和Step 4表达出很高的参与热情，也贡献了很多预设之外的惊喜。因此在实际教学中，教师要多考虑学生对课堂的期待，思考预设与生成的关系，对低效的“生成”，采取灵活的措施，使他们回归课堂学习的兴奋状态，对积极、有效的“生成”，开放接纳，抓住时机利用一切精彩的课堂资源。

（二）主题解读与剖析

高中生正处于世界观、价值观确立的关键时期。在信息质量良莠不齐的社会环境中，教师应引导学生采用客观和辩证的态度分析问题。在准备这节课时，正值新冠肺炎疫情防控的艰难时期，国内对“中医是否有效”的言论此起彼伏，国际社会对其的认知更是有限，教师不禁思考：学生对中医的认知和态度是否清晰？教师是否有必要、有能力引导学生展开自主、理性的思考？教师查阅了大量资料后认为，如今民众对中医的争论一方面是源自中西方不同医疗体系、医疗理念的碰撞；另一方面受制于网络上真假难辨的信息。教师可以选取信度高的信息来源，由浅入深地展开教学与讨论，帮助学生形成良好的信息甄别意识，引导他们理性、科学地表达观点。例如，虽然本节课并不能形成结论性的观点，但是通过思想的碰撞，学生学会了“statement＋evidence”的观点表达模式，提升了思辨能力。

（三）信息的取舍与整合

根据教学目标和重难点分析，教师认真、透彻地做好文本解读工作，结合学生的兴趣和知识储备，弱化了文本中第二段关于“针灸的发展进程”（development of acupuncture）的处理，补充了中医重要的一条理论支撑——气（Qi），并与时俱进地选取热点语料，从而顺利推进并高效达成了教学目标任务。