高中英语必修第二册教案Unit 6 The Admirable Lesson 1 A Medical Pioneer-北师大版(2019)
Unit 6 The AdmirableLesson 1 A Medical Pioneer【教学目标】Students will be able to1. read and talk about Tu Youyou, a medical pioneer2. read for general understanding3. read for specific information and write a summary of the text4. learn about and practise relative clauses【教学重难点】1. reading for specific information about Tu Youyou2. 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 confirmideas 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.(6) If there is time, make a list of any unanswered questions and search for answers on the Internet or assign students to find the answers at home.5. Read, complete and introduce.(1) Tell students to read the news article in more detail, they should take their time to go through the text carefully.(2) Draw students’ attention to the mind map on page 54 and have students read the topics they need to find details about in the news article. Clarify any unknown words before students start reading.(3) Encourage students to underline the parts of the text that contain the information.(4) Help any struggling students by giving them the paragraph number where each piece of information is located.(5) Once students have completed their notes, have them share their answers with a partner or with the class.6. Match and talk about Tu Youyou’s work and achievement.(1) Divide students into groups based on their understanding level. Allow high level students to complete the exercise independently. Encourage middle level students to work together to read the rubric and words in the columns. Then complete the activity. Support low level students by listening as they read the words in the columns aloud and explain unknown terms. Then help low level students to match the columns.(2) Encourage students to use their dictionaries for understanding.7. Group Work: Summarise Tu Youyou’s personal quality.(1) Remind students about qualities of admirable people.(2) In small groups students discuss Tu Youyou’s personal qualities. Encourage students to provide reasons for their answers.(3) Assign one representative to share their group’s answers with the class.8. Group Work: Think and share.(1) In small groups students discuss the questions. Encourage students to provide reasons for their answers.a. Why is Tu Youyou considered a medical pioneer?b. What typical writing features can you identify in the news article about Tu Youyou?(2) Assign one representative to share the group’s answers with the class.9. Identify relative clauses.(1) Explain to students that a relative clause is a part of a sentence that has a verb in it and is joined to the rest of the sentence by words such as “who”, “which”, “where”, “when”.(2) Instruct students to work in pairs to read aloud the sentences and to point out the verbs which indicate the relative clauses.(3) If needed, have students look at the Grammar Summary, Unit 6, Relative Clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative clauses in the examples.(4) Students can independently tick the sentences that include a relative clause.10. Which words are used to join the sentences together?In pairs students read the sentences and circle words that link sentences or clauses together. Ask students if they notice common words and summarise how they are used.11. Join the pairs of sentences using relative pronouns.(1) Explain to students that a relative pronoun is used to connect a clause or phrase to a noun or pronoun. The clause modifies or describes the noun. The most common relative pronouns are who, whom, whose, which, and that.(2) Instruct students to work in pairs to read aloud the sentences and to join the two sentences with relative pronouns.(3) If needed, have students look at the Grammar Summary, Unit 6, Relative Clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative pronouns in the examples.(4) Students can independently write and join the sentences using relative pronouns.12. Express yourself.(1) Instruct students to write three sentences on the admirable qualities of Tu Youyou using relative clauses. Their sentences need to be persuasive for a committee to include Tu Youyou as a role model.(2) Students read their sentences to the class.(3) Put two groups of students together and have one of them be the committee. The other group should present their arguments in order to persuade the committee. Find out whether this is the case or not. Then have groups change roles.。
Unit 6 Lesson 3 教案 2022-2023学年高中英语北师大版(2019)必修第二册
Unit 6 The Admirable Lesson 3 The superhero behind superman Objectives:Students will be able to analyze the impact of Superman on popular cultureStudents will be able to express their opinions on the concept of superheroes and their influence on societyMaterials:Textbook: Unit 6 The Admirable, Lesson 3 The superhero behind SupermanHandout: Superman and Popular CultureComputer or mobile device with internet accessProcedure:Warm-up:Have students share their favorite superhero and explain why they like themFacilitate a class discussion on the characteristics of superheroes and their impact on societyReading:Ask students to read Lesson 3 The superhero behind Superman in their textbookEncourage students to take notes and ask questions as they readDiscussion:Divide the class into small groups and ask them to discuss the following questions:How did the character of Superman evolve over time?What impact did Superman have on popular culture?After the group discussion, ask each group to share their findings with the classPost-reading:Ask students to read the article and write a short paragraph on their opinion of the influence of superheroes on societyWrap-up:Ask students to share their paragraphs and facilitate a class discussion on the topicExercises:Vocabulary Matching: Have students match the vocabulary words related to the lesson to their definitions.True or False: Provide statements related to the text and have students decide if they are true or false.Short Answer Questions: Create questions based on the text and have students answer them in complete sentences.Writing: Have students write a short essay on the impact of superheroes on popular culture and society.Exercises:Vocabulary Matching:Match the vocabulary words related to the lesson to their definitions.a. mentor i. a feeling of pleasure and satisfaction that you get from doing somethingb. escapism ii. the act of bringing someone or something back to lifec. trauma iii. someone who gives another person help and advice over a period of time and often teaches them new skillsd. resurrection iv. a mental condition caused by severe shock, especially when the harmful effects last for a long timee. fulfillment v. the act of avoiding reality by engaging in fantasy or entertainmentAnswers:a. mentor - iiib. escapism - vc. trauma - ivd. resurrection - iie. fulfillment - iHomework:Have students write a short essay on the impact of superheroes on popular culture and society.Sample Essay:Superheroes have had a tremendous impact on popular culture and society. They have become iconic figures that represent the best of humanity and inspire people to be better. Superheroes are symbols of hope, justice, and heroism. They are the embodiment of the human spirit and the will to overcome adversity.Superheroes have also had a profound impact on the entertainment industry. They have spawned numerous movies, TV shows, video games, and merchandise. Superheroes have become a billion-dollar industry that generates massive revenue for companies and creates jobs for people.Moreover, superheroes have had a social and cultural impact. They have become a way for people to escape from reality and indulge in fantasy. Superheroes have also become a way for people to explore and address social issues such as race, gender, and identity. Superheroes have become symbols of diversity, inclusivity, and representation.In conclusion, superheroes have had a lasting impact on popular culture and society. They have become symbols of hope, justice, and heroism, and have spawned a billion-dollar industry. Superheroes have also had a social and cultural impact and have become a way for people to explore and address social issues. Superheroes will continue to inspire and entertain people for generations to come.。
Unit 6 The Admirable Lesson 2第1课时示范教案【高中北师大版必修第二册】
Unit 6 The AdmirableLesson 2 Period 1教材分析本课为一段听力材料，场景为广播节目访谈，内容为人物介绍，对话以问答的形式，依照时间顺序，从马丁·路德·金的童年，奋斗过程，历史背景，著名演讲等四个方面对马丁·路德·金的生平进行了介绍。
教学目标在本课学习结束时，学生能够：1. 使用文氏图对比呈现有关甘地和马丁·路德·金的史实。
2. 根据听力文本，正确按照时间顺序排列历史事件。
3. 提取听力文本中关于人物生平的细节内容。
教学重难点【教学重点】1. 根据听力文本，正确按照时间顺序排列历史事件。
2. 提取听力文本中关于人物生平的细节内容。
【教学难点】使用文氏图对比呈现有关甘地和马丁·路德·金的史实。
教学过程Step 1 Warming-up1. Focus on title “History Maker” and talk about history makers in present day.2. Talk about the qualities of a history maker and lead to Gandhi and King.设计意图：激活已知，引出人物，铺垫语言。
Step 2 Pre-listening1. Distinguish between facts about Gandhi and King.2. Use a Venn diagram to sort out the facts about Gandhi and King.设计意图：信息可视化梳理，直观且方便记忆。
Step 3 While-listening1. Listen to the audio and record the years of events.2. Put the events in the right time order.设计意图：将重点事件时间点标注后易于梳理细节，加强记忆。
Book 2 Unit 6 The Admirable教学设计
Book 2 Unit 6 The Admirable教学设计Book 2 Unit 6 The Admirable教案设计单元主题本单元的主题语境为人与自我中的做人与做事，涉及的主题语境内容是优秀品行、正确的人生态度、生命的意义与价值。
其对学生的研究和生活影响非常深刻。
本单元从介绍中国获得诺贝尔医学奖的科学家屠呦呦的故事开始，依次呈现了马丁·路德·金和莫罕达斯·甘地的遭遇和成就、一位在电影中扮演“超人”的演员在实际生活中也成为了真正的“超人”等研究内容，帮助学生对自己所钦佩的人有新的认知；同时在语言能力、文化意识、思维品质和研究能力等方面得到融合发展。
1.语言能力目标能够理解与优秀品行、正确的人生态度、生命的意义与价值相关的文章内容，听懂并谈论与最钦佩的人相关的话题，恰当使用所学词汇、句型描述钦佩的人；能够通过概要写作记录身边钦佩的人的优秀品行及感悟。
2.文化意识目标了解古今中外各行各业为社会做出贡献的伟大人物；对伟大人物应具备哪些高贵品质有更深刻的认识；树立正确的世界观、人生观和价值观；培养公民义务意识与社会责任感，将来为社会做出自己的贡献。
3.思维品质目标在有意义的情境下能通过听、读获取有效息；能识别语段中的重要息并进行简单的推断；能针对阅读内容表达自己的观点；能使用相关句型写简要的总结。
4.研究能力目标有目的地捕捉所需息；在听的时候，特别注意和顺序相关的表达，并记录具体的表达日期和时间；学会略读和查读，略读就是快读，对文章内容有总体概念和印象。
查读则是以寻找某个细节或某个事实进行有目的、有选择地阅读。
单元目标Topic talk板块教学设计课型主题语境内容分析Viewing + Speaking人与自我——做人与做事本部分包含一个谈论钦佩的人的思维导图和一段《我最敬佩的人是叔叔》的听力。
思维导图旨在让学生的头脑卷起风暴，对如何介绍钦佩的人有基本的了解，听力旨在引导学生谈论钦佩的人，对其优秀品行、树立正确的人生态度有初步的认知。
Unit6TheAdmirableLesson1Amedicalpioneer教学设计高中英语北师大
北师大版（2019）必修第二册Unit 6 The AdmirableLesson 1 A medical pioneer本节课的教材分析：本节课是北师大版（2019）必修第二册Unit 6 The Admirable Lesson 1 A medical pioneer。
教材主要通过一篇名为"A medical pioneer"的文章介绍了一个医学先驱汤姆·斯马利故事。
文章中既有文化背景的介绍，又有对汤姆·斯马利的个人历史及贡献的描述。
语言简单易懂，适合高一学生的英语水平。
教学目标：1. 知识目标：(1) 了解医学先驱汤姆·斯马利的故事和他的贡献。
(2) 掌握文章中的重点词汇和常用表达方式。
2. 能力目标：(1) 能够阅读并理解本课文章的内容。
(2) 能够用适当的语言表达自己对医学先驱的敬佩之情。
3. 情感目标：(1) 培养学生对医学事业的兴趣。
(2) 增强学生的社会责任感和对英雄人物的尊敬。
1. 阅读理解：通过阅读文章，理解医学先驱汤姆·斯马利的故事和他的贡献。
2. 词汇和表达：掌握文章中的重点词汇和常用表达方式。
教学难点：1. 阅读理解：理解医学先驱汤姆·斯马利的故事和他的贡献的细节。
2. 词汇和表达：运用所学的词汇和表达方式进行自由表达。
学情分析：学生是高一年级的学生，英语水平普遍较低，阅读理解和词汇掌握水平有待提高。
然而，他们对英雄人物和医学事业的兴趣可能较高，容易对医学先驱汤姆·斯马利的故事产生共鸣。
他们一般喜欢在课堂中进行小组合作讨论和角色扮演等活动。
教学策略：1. 情景教学策略：通过提供相关文化背景和真实案例，激发学生的学习兴趣和参与度。
2. 合作学习策略：采用小组合作讨论和角色扮演等活动，促进学生的互动和合作，加深对故事的理解。
1. 预习导入法：通过提问学生医学先驱的相关知识，激发学生的学习兴趣。
2. 细节理解法：采用师生共同阅读和讨论的方式，引导学生深入理解文章中的细节内容。
北师大版高一英语必修二 Unit 6 The Admirable (10)教案
Tasks Ss to compare what’s in common between space heroes and Anne.
To figure out what’s in common between space heroes and Anne.
Step 13
T presents the homework of today.
To activate what Ss have already known aboutspace heroes;
To introduce the topic of the article.
Step 2
T asks Ss tolook at some pictures about space transports and talks about what those space transports are, what’s special about them and how to describe some actions of space transports.
Step 11
T invites Ss to voice their opinions on the question “why is Anne’s diary one of the most important diaries ever written?”.
Tocomment on Anne’s diary.
Tofigure out what are the same and what are different between the two missions.
Step 6
T raises the question of what the writer thinks of working in space and then invites Ss to voice their own opinions in the question.
Unit 6 The Admirable Lesson 1教学设计高中英语北师大版2019必修第二册
阅读语篇教学设计A Medical Pioneer(北师大版新教材必修二Unit 6 Lesson 1 第一课时)主题语境：人与社会－历史、社会与文化－对社会有突出贡献的人物语篇类型：新闻人物报道文本分析●本语篇在单元教学中的作用：●语篇文本分析：What: 本语篇主要介绍了屠呦呦带领团队发现青蒿素并荣获诺贝尔奖的经历。
其主题意义在于，通过梳理屠呦呦的科研经历，认识其科研成果对世界的巨大贡献，总结其优秀品质，引导学生向以屠呦呦为代表的医学先锋及其他伟大科学家们学习，立志做对社会有贡献的人。
具体内容包括：诺贝尔奖颁奖典礼上屠呦呦获奖的场景，屠呦呦的教育背景和工作经历，屠呦呦带领团队研制青蒿素的艰辛历程，以及屠呦呦对科研与荣誉的态度。
Why: 透过语篇，学习科学家屠呦呦的优秀精神品质，认识到她作为推动社会发展的伟人的值得敬佩之处。
面对困难，她勇敢担当、坚持不懈；面对科研，她勇于创新、不断探索；面对荣誉，她淡泊名利、默默奉献。
How:●语篇是人物新闻报道，基本按照时间顺序构建，逻辑结构清晰。
共五个段落，可分成四部分：第一部分（第一段）作为新闻导语，生动再现了屠呦呦被授予诺贝尔奖时的场景，快速吸引了读者的注意力。
第二部分（第二段）介绍了屠呦呦的个人基本信息以及她的教育背景和工作经历，这为后文屠呦呦投入科研并最终发现青蒿素做了铺垫。
第三部分（第三段和第四段）阐述了屠呦呦发现青蒿素的科研过程及她所遇到的困难，展示了屠呦呦发现青蒿素的诸多事实性信息，是文章的重点部分。
第四部分（第五段）表达了屠呦呦对科研与荣誉的态度，尽管年事已高，但她仍走在科研之路上，为全世界全人类贡献着自己的力量。
展现了屠呦呦作为杰出科学家，淡泊名利、潜心科研的动人风采。
●采用了过去时态，描述过去发生的事件。
●语篇由于信息较多，多次使用定语从句将冗长的信息组织连接起来。
●简短有趣的标题、人物配图、引人入胜的新闻导语、多次引用、清晰的语篇结构等，体现了新闻报道的特点。
北师大版高一英语必修二 Unit 6 The Admirable (1)教案
Use the language you have learnt to write a short paragraph about the person you admire.
以书面形式谈论自己所敬佩的人，巩固所学知识。
1. Students listen to the dialogue and take down notes.
2. Students share the answers.
3. Teacher explains the background of Hellen Keller and Zhang Haidi.
4. Teacher and students go over some other admirable qualities.
5. Students make a speech with the title “The Person I Admire”.
学生通过听力材料获取他人对于优秀品质的看法。学生在对话题有更深刻理解的基础上谈论自己所敬佩的人并表达自己的观点。
3. Teacher and students work out the structure of the text Builder.
4. Teacher and students go over the words and expressions to get ready for the oral task.
教案
教学基本信息
课题
Unit 6 The Admirable (1)---Topic Talk
学科
英语
学段：高中
年级
高一
教材
书名：英语必修第二册出版社：北京师范大学出版社出版日期：8月
新北师大版高中英语必修二U6TheAdmirableLesson1AMedicalPioneer课件
A Medical Pioneer
1
Tu was awarded a Nobel Prize
Tu’s personal information
&scientific work
2
personal information
2-4
3-4
scientific work
5
attitude
honour
Activity 2.1 Read para.1 Find out the “6 w” information (when\where\who\what\why\how).
Science
Centre
became a member of China Academy of Chinese Medical Sciences
studied Chinese medicine for two and a half years with experts in the field
was chosen to establish a team to find a cure for malaria—a disease that killed millions of people every year.
What do you know about her？
• a medical researcher • a Nobel Prize winner • a female scientist • to find a cure for malaria • to discover a life-saving drug
Why? Discovered the life-saving drug, artemisinin
Unit6TheAdmirableReadingClub教学设计高中英语北师大版
北师大版（2019）必修第二册Unit 6 The AdmirableReading Club本节课的教材分析：本节课的教材为北师大版（2019）必修第二册Unit 6 The Admirable Reading Club。
主要内容是介绍一个阅读俱乐部的活动和成员，通过阅读俱乐部的介绍，学生可以了解到阅读的重要性以及加入阅读俱乐部的好处。
教学目标：1. 知识与能力：学会运用所学知识和技巧，阅读并理解有关阅读俱乐部的文章。
2. 过程与方法：培养学生对阅读感兴趣的习惯，并引导他们参与到阅读俱乐部活动中去。
3. 情感态度价值观：增强学生对阅读的兴趣和意识，培养他们对阅读的积极态度。
教学重点：1. 掌握关于阅读俱乐部的相关词汇和短语。
2. 理解文章的主旨及关键信息。
3. 运用所学知识和技巧，提高阅读理解能力。
教学难点：1. 能够准确地理解并使用一些与阅读俱乐部相关的词汇和短语。
2. 能够正确理解文章的主旨和关键信息，提高阅读理解能力。
学情分析：学生大致具备初中英语基础知识，并具备一定的阅读和理解能力。
但是由于学生年龄较小，对于阅读的兴趣和积极性可能比较低，需要通过教学手段和策略激发他们的学习兴趣，提高他们的阅读理解能力。
教学策略：1. 激发兴趣：通过引导学生参与到阅读俱乐部的角色扮演活动中，激发学生的学习兴趣。
2. 认知引导：通过教师的引导，帮助学生自主探索阅读俱乐部的好处以及参与俱乐部活动的意义。
3. 合作学习：通过小组讨论和展示等形式，培养学生的合作意识和团队合作能力。
教学方法：1. 预习导入：通过图片欣赏和问题引导，激发学生对阅读的兴趣，为阅读文章做好铺垫。
2. 交互式教学：结合课本上的阅读材料，进行师生问答、小组合作等形式的活动，提高学生的阅读理解能力。
3. 角色扮演：让学生分角色扮演阅读俱乐部的成员，通过角色扮演的活动，提高学生的学习兴趣和参与度。
4. 小组合作：分小组讨论，让学生在小组内互相交流、分享意见和信息，培养学生的合作意识和团队合作能力。
高中英语必修第二册教案Unit 6 The Admirable Lesson 3 The Superhero Behind Superman-北师大版(2019)
Unit 6 The AdmirableLesson 3 The Superhero Behind Superman【教学目标】Students will be able to1. read and talk about a superhero2. read for deep understanding3. summarise information4. learn about and practise synonyms and antonyms【教学重难点】1. To introduce the Ss for deep understanding while reading2. To have the Ss know how to talk about a superhero properly 【教学过程】1. Talk about Christopher Reeve.1) Read the title of the lesson. Revise admirable qualities and the definition of a superhero with the students.2) Discuss the photos:a. What do the pictures tell us?b. What is happening in each picture?c. How has Christopher Reeve changed?2. What do you want to know about Christopher Reeve?1) Students can complete the mind map in pairs or small groups.2) Using the background knowledge from Activity 1, create a discussion on how Superman was a true superhero both in real life and in the movies.3) Students brainstorm questions that they would like to ask Christopher Reeve.3. Read the story and find out.1) Divide students into groups based on their reading level. Allow high level readers to read the story independently and complete theactivity alone. Encourage middle level readers to work together to read the story and to find the answers to their questions. Support low level readers by listening as they read the story aloud and explaining unknown terms and tricky sentence structures. Help low level readers to underline the answers to their questions.2) Discuss the answers that the students found as a class.3) If there is time, write down the questions that weren’t answered and research their answers.4. Read again, take notes, and then talk about Christopher Reeve.1) Discuss the diagram.2) Divide the class into small groups. In each group, students read the story aloud and discuss important facts about Christopher Reeve.3) Students complete the diagram.4) Students share their answers with the class.5. Read again and answer questions.1) Students volunteer to read the questions and the story.2) Divide students into groups based on their reading level. Allow high level readers to read the story independently and complete the questions alone. Encourage middle level readers to work together to read the story and to find the answers. Support low level readers by listening as they read the story aloud and explaining unknown terms and tricky sentence structures. Provide sentence frames for low level readers to complete in order to answer the questions.3) Discuss the answers as a class.6. Read and pick out impressive expressions.1) Students work independently to underline the expressions that impressed them most.2) Encourage students to share their answers with the class and to provide reasons.7. Imagine and answer questions.1) Read the situations. Explain any difficult words.2) Read and discuss the Skill Builder. Provide example situations for the students to practise with, e.g., If you were paralysed, how would you feel? If you could not follow your dream, how would you feel?3) Students work independently or in small groups to answer the questions.4) Encourage students to share their answers with the class and to support their answers with reasons.8. Group Work: Think and share.1) Read the questions.2) Divide students into small groups. Each group discusses the two questions.3) Encourage the students to support their answers with reasons.4) Groups share their answers with the class.9. Find words and complete sentences.1) Ask students to volunteer to read the phrase and sentence frames. Explain any unknown words.2) Students complete the task with the correct form of the words.10. Complete the Word Builder and sentences.1) Discuss with students that synonyms are words with similar meanings and antonyms are words with opposite meanings. Read the notes from the Grammar Summary on page 93.2) Provide each student with a word that they need to give a synonym and an antonym for, e.g., quiet and silent are synonyms, quiet and noisy are antonyms.3) Instruct students to complete the exercise independently. Students can use a dictionary.4) Check answers as a class.11. What inspiration do you get from Christopher Reeve?1) In small groups, students explain what inspired them about Christopher Reeve’s life. Encourage students to support their answers with reasons.2) Groups share their answers with the class.12. Use what you have learnt to introduce a superhero in real life that you admire.1) Provide students with the resources to research a superhero, either books from the library or online tools.2) Ask students to share with the class an example of a superhero and their reasons for choosing this person.3) Students gather information about their chosen superhero using the following titles as a guideline: Background and Achievements. Encourage students to use their own words and the vocabulary that has been explored.4) Students make a short presentation about this person to the class.。