高中英语必修第二册导学案Unit 6 The Admirable Lesson 2 History Makers-北师大版(2019)
Unit 6 The Admirable
Lesson 2 History Makers
【学习目标】
You will be able to
1. discuss facts and admirable qualities about Mahatma Gandhi and Martin Luther King
2. listen to a dialogue about Martin Luther King and put events in order
3. listen for details
4. recall information previously heard
5. listen for expressions on certainty/uncertainty
6. express certainty/uncertainty in discussion
【学习重难点】
1. listening for details
2. expressing certainty/uncertainty in discussion
【学习过程】
1. What do you know about Mahatma Gandhi and Martin Luther King?
(1) Read the sentences about Martin Luther King on page 56.
(2) Listen to the discussion and add the year for each event.
(3) Other the events. While listening, pay attention to words related to order and sequence, e.g., first, after, the next year, later, in the end. Also make a note of any specific dates or time expressions, e.g., today, January, in 1955.
3. Listen again and complete the answers to the questions about Martin Luther
King on page 56.
(1) What did he suffer?
(2) What did he do?
(3) What did he achieve?
4. Listen and answer.
Listen to the conversation between two students. Answer: Why does the girl suggest that they talk about Mahatma Gandhi in their project?
5. Find expression for certainty and uncertainty.
(1) Choose a person whom you regard as a history maker for China.
(2) Search online and find information about him/her.
(3) Make a short presentation about the person.
【精炼反馈】
I. 请从方框中选择恰当的单词或短语，并用其适当形式填空。
2. New parents usually __________ a lack of sleep.
3. For __________ details call this number, please.
4. They will __________ their dedication to the charity.
5. I __________ his views, although I do not agree with them.
Ⅱ. 请用括号中所给单词的适当形式填空。
1. When I walked in, she was sleeping __________ (peace).
2. Nigeria gained __________ (independent) from Britain in 1960.
3. In the opening ceremony, we heard __________ (inspire) talks which lifted our spirits.
4. He has an __________ (impress) record of achievement.
5. I had nothing __________ (far) to say.
Ⅲ. 请根据课文内容，填入恰当的单词或短语使文章完整。
Martin Luther King, a great man who fought to win equal rights for black people in the US, 1. __________ racial discrimination when he was a boy. In 1955, King organised a bus protest and asked all black people to stop taking buses. After some struggles, they won the right to sit next to white people on buses. This was King’s first victory. After that, he organised some 2. __________ protests which put him behind bars many times. In 1963, he 3. __________ starting with the words “I have a dream”. King received the Nobel Peace Prize in 1964 and was killed in 1968. King will always 4. __________ doing a lot to help black people in the US. He has also 5. __________ people around the world to fight for equal rights and justice.
IV. 请用下列单词和短语中的至少3个创编一段对话或短文。
________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________。
北师大版高中英语学案必修第二册精品课件 UNIT 6 THE ADMIRABLE Section A
5.You can’t let your failures define you.You have to let your failures teach you. 你不能让失败来限制你。你必须从失败中学到东西。
6.Everything great that has ever happened in this world began with a dream. 世界上所有伟大的成就都始于梦想。 7.It’s not the years in your life that count.It’s the life in your years. 重要的不是你活了多少年,而是你活出的生命有多少分量。
8.When everything seems to be going against you,remember that the airplane takes off against the wind,not with it. 如果你事事不顺,记住飞机是逆风而不是顺风飞行的。 9.You should never let your fears prevent you from doing what you know is right. 永远不要让恐惧阻止你去做你认为正确的事。 10.If you do what you’ve always done,you’ll get what you’ve always gotten. 如果你只是在做自己一直习惯做的事情,那你也只能得到一直以来的那一 分收获。
Ⅱ.重点短语
1.be awarded a Nobel Prize 被授予诺贝尔奖
2.one by one
逐一;一个一个地
3. put out fires
灭火
4. fight for...
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.。
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。
高中英语必修第二册教案Unit 6 The Admirable Lesson 2 History Makers-北师大版(2019)
Unit 6 The AdmirableLesson 2 History Makers【教学目标】Students will be able to1. discuss facts and admirable qualities about Mahatma Gandhi and Martin Luther King2. listen to a dialogue about Martin Luther King and put events in order3. listen for details4. recall information previously heard5. listen for expressions on certainty/uncertainty6. express certainty/uncertainty in discussion【教学重难点】1. listening for details2. expressing certainty/uncertainty in discussion【教学过程】1. What do you know about Mahatma Gandhi and Martin Luther King?(1) Draw students’ attention to the title of the lesson and ask what it means,i.e., a person that manages to bring a significant change in the lives of many people.(2) Allow students to work individually or in pairs if they are struggling to complete the task.(3) Read the sentences. Explain any difficult words. Point out that some facts may be common for both Mahatma Gandhi and Martin Luther King.(4) Students write G for Gandhi and K for King next to the sentences that match them.(5) Review the answers as a class.2. Listen, add years and order.(1) Read the Skill Builder box. Sequencing skill is important when listening to facts about a person or story. Read aloud the events. Explain any unknown words.(2) Play the discussion once and have students listen for understanding. Theycan make notes on the events.(3) Advise students to add the year for each event first as this will help them to order the events.(4) Play the discussion a second time and have students work on their own to complete the task. Have students review their answers in pairs or as a class.3. Listen again and complete.(1) Explain to students that they will listen to the discussion for further details.(2) Review the sentence frames with students and then ask them to take notes as they listen.(3) Check answers as a class. If needed, replay the discussion.4. Pair Work: Talk about what Martin Luther King did in the following years.(1) In pairs students note down what information they recall about the events in the years.(2) Play a quiz game and award a point to each pair for giving a correct answer. Review answers as a class this way.5. Listen and discuss.(1) Read the questions aloud and play the discussion for general understanding.Question: Why does the girl suggest that they talk about Mahatma Gandhi in their project?(2) Invite volunteers to answer the question.6. Listen again and decide.(1) Read the sentences. Explain how certainty and uncertainty can be expressed. Point out that students need to be careful who the sentence is about, as both of the speakers express their opinions on some points.(2) Play the discussion once and if necessary, play it again. Students complete the exercise.(3) Review answers in pairs or as a class.(4) Challenge students to note down the expression each speaker uses to express their opinion and share their answers with the class, i.e., there’s no doubt; mmm,I’m not sure about …7. Listen, imitate and complete the Talk Builder.(1) Read the sentence frames.(2) Encourage students to work in pairs and complete the sentences from memory.(3) Play the discussion for students to check their answers and complete any blank spaces.(4) Review the answers as a class.8. Present a history maker for China.(1) Provide students with the resources to research a history maker, either books from the library or online tools or this activity could be set as homework.(2) Ask students to share with the class an example of a history maker and their reasons for choosing this person.(3) Students gather information about their chosen history maker using the following titles as a guideline: Background, What did he/she do, and What did he/she achieve. Encourage students to use their own words and the vocabulary that has been explored in this unit.(4) Students make a short presentation about this person to the class.。
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。
高中英语必修第二册导学案Unit 6 The Admirable—Viewing Workshop-北师大版(2019)
___________________________ ( )
___________________________ ( )
___________________________ ( )
8.Prepare a short speech “My Dream”. Present your speech to the class.
7. Why has Martin Luther King’s speech inspired many people?
His facial expression
His intonation and volume of sound
His use of gestspeech
4.Watch again. What do you see in the video? Try to describe the scene and the audience.
5. What impression has this speech made on you? Talk about your feelings and explain why.
Unit 6 The Admirable
Viewing Workshop
【学习目标】
You will be able to
1. read and talk about Martin Luther King’s speech
2. view for understanding
3. summarise information
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。
高中英语必修第二册教案Unit-6-The-Admirable-Lesson-1-A-Medical
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 isTu Youyou is at the Nobel Prize Lecture receiving happening in the picture, i.e.,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. Thiswill 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 taketheir 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 answerswith 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 inthe 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 Y o u y o’u 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 thathas a verb in it and is joined to the rest of the sentence by words such a“swho”,“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 mostcommon relative pronouns are who, whom, whose, which,andthat.(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.(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 answerswith 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 inthe 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 Y o u y o’u 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 thathas a verb in it and is joined to the rest of the sentence by words such a“swho”,“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 mostcommon relative pronouns are who, whom, whose, which,andthat.(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.(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 answerswith 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 inthe 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 Y o u y o’u 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 thathas a verb in it and is joined to the rest of the sentence by words such a“swho”,“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 mostcommon relative pronouns are who, whom, whose, which,andthat.(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.。
高中英语北师大版(2019)必修第二册-Unit 6 The Admirable Lesson 1 A Medical Pioneer-学案
Unit 6 The AdmirableLesson 1 A Medical Pioneer【学习目标】You 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【学习重难点】1. reading for specific information about Tu Youyou2. Using relative clauses【学习过程】1. What do you know about malaria?2. What is a “pioneer”? Who do you think can be called “a pioneer”?3. Pair Work: What do you know about Tu Youyou?4. What do you expect to read in a news article about Tu Youyou?5. Read, complete and introduce Tu Youyou to your partner.6. Group Work: Summarise Tu Youyou’s personal quality.7. Group Work: Thank and share.(1) Why is Tu Youyou considered a medical pioneer?(2) What typical writing features can you identify in the news article about Tu Youyou?8. Underline relative clauses.1. A scientist who was on the Nobel Prize Committee called Hans Forssberg explained that …2. In 1969, Tu Youyou was chosen to establish a team whose goal was to find a cure for malaria …3. The reason why this was difficult was that the team had limited resources.9. Circle the words that are used to join the sentences together.1. Later, she studied Chinese medicine for two and a half years with experts in the field from whom she gained a deep knowledge about traditional practices.2. They did not have enough staff, and the laboratory in which they worked had poor air quality.10. Join the pairs of sentences using relative pronouns.1. We climbed to the top of the mountain. We had a beautiful view from there.2. David is my friend. I often play tennis with him.3. He has 20 books. Only two of them are interesting.4. This is quite an interesting job. I really want to apply for it.11. Express Yourself.Suppose your school wants to choose three most admirable people as role models. You have one minute to persuade the committee to include Tu Youyou. Use at least three relative clauses to present your recommendation.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【精炼反馈】I. 请从方框中选择恰当的单词或短语，并用其适当形式填空。
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