高中英语必修第二册教案Unit 6 The Admirable—Viewing Workshop-北师大版(2019)
Unit 6 The Admirable
Viewing Workshop
【教学目标】
Students will be able to
1. read and talk about Martin Luther King’s speech
2. view for understanding
3. summarise information
4. prepare a short speech about “My Dream”
【教学重难点】
1. summarising information of a speech
2. presenting a short speech about dreams
【教学过程】
1. Watch the end part of a speech, find the main purpose, and discuss two quotes.
1) Ask students to volunteer to read the two quotes. Explain any difficult words.
2) Discuss each quotes:
a. What is similar about each quote?
b. What makes each quote striking?
3) Discuss the questions as a class. Review what students remember about Martin Luther King.
2. Watch and describe.
1) Tell students they will watch Martin Luther King giving the speech. Ask students to take notes of what they notice in the video, the scenery and the audience.
2) Discuss the students’ answers.
3. Group Work: Talk about your feelings and explain why.
1) In small groups students discuss the impression the speech made on them.
a. How did the speech make you feel?
b. How did the audience feel?
c. What made the speech so powerful?
d. What was the most interesting part for you?
2) Play the video again if necessary.
4. Group Work: Find repeated expressions and discuss their effects.
1) Students should have already commented on the repetition of two phrases.
2) Students write down the repeated phrases.
3) Play the video, ask students to count how many times each phrase
is repeated.
4) In groups students discuss the effects of the repetition.
5. Group Work: Watch again and discuss.
1) Divide the class into groups of four. Each student chooses one aspect to talk about how it helped to achieve the overall impact of the speech. Refer to the notes below which will guide the students.
6. Prepare a short speech “My Dream”.
1) Divide the class into small groups and encourage students to talk freely about Martin Luther King’s speech and how the events in his life were channelled into his passion.
2) Each student prepares a short speech on “My Dream”. The speech needs to be personal and supported with logical reasoning. Encourage students to use some of the speech presentation techniques that they noticed in the video.
3) Students present their speech to the class.。
北师大版高一英语必修第二册 Unit 6 The Admirable Writing Workshop 课件PPT
Para.1 Para.2 Para.3 Para.4
the Nobel Prize Award personal information her mission and research her attitude towards fame
What do we know from Para.1?
(Para.1) On 7 December, 2015, Tu Youyou was awarded a Nobel Prize for her discovery of artemisinin, a life-saving drug for malaria.
必修二 Unit 6 The Admirable
Writing Workshop A Summary
What’s true about summary writing?
√1. A summary should include all the main and supporting information. √2. A summary should leave out unnecessary details like examples
and explanations.
×3. You can add your own opinions in a summary. √4. It is important to use your own words in the summary.
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.。
Unit+6+Topic+Talk+课件+高中英语北师大版(2019)必修第二册
Names
Qualities they have
People I admire
Things they
do/did
…
扫清听力障碍
1.admire 2.admirable 3.put out fires 4.be afraid of 5.quality
钦佩；欣赏 令人钦佩的 灭火 害怕 品质
扫清听力障碍
Post-listening
Activity 5: Discussion and share What other qualities do you think are admirable?
creativity
perseverance
determination
optimism
selflessness
Qualities
Activity 4: Listen to the dialogue.
Fill in the blanks.
(B= Boy G= Girl) B: Talking about people we admire, what qualities do you think they should have? G: Well, there are quite a lot. For me, I think they should ___b_e_b_r_a_v_e_____. They are __n_o_t_a_f_ra_i_d_o_f_d_a_n_g_e_r_____. They __f_ig_h_t_a_g_a_i_n_st_e_v_i_l_ and save people’s lives. B: Yes, being brave is important, but there are also other important things. To be an admirable person doesn’t mean to fight all the time. Some people work __v_e_r_y_h_a_r_d_a_n_d__c_re_a_t_iv_e_l_y_t_o_m__a_k_e_o_u_r_l_iv_e_s_b_e_t_te_r_, like scientists. They are also admirable. G: Yes, I agree. And I think people who__fi_g_h_t _a_g_a_in_s_t_t_h_ei_r_o_w__n_w__ea_k_n_e_s_s_e_s_ are also admirable, like Helen Keller and Zhang Haidi.
高中英语 UNIT 6 The admirable导读话题妙切入(教师用书)教案 北师大版必修第二册
UNIT 6 The admirableThere are pioneer souls that blaze their paths where highways never ran.在那没有大道可通的地方，先驱者开辟了他们的道路。
—Sam Foss We always like those who admire us；we do not always like those whom we admire.我们总是喜欢崇敬我们的人，但并不永远喜欢我们所崇敬的人。
—duc de La Rochefoucauld Many of life's failures are experienced by people who did not realize how close they were to success when they gave up.很多人的失败，是因为他们不知道他们放弃时，距离成功是多么地近。
—Thomas EdisonWe do not admire the man of timid(胆怯的) peace.We admire the man who embodies victorious efforts，the man who never wrongs his neighbor，who is prompt to help a friend，but who has those virile qualities necessary to win in the stern strife of actual life.It is hard to fail，but it is worse never to have tried to succeed.In this life we get nothing save by effort.Freedom from effort in the present merely means that there has been effort stored up in the past.A man can be free from the necessity of work only by the fact that he or his fathers before him have worked to good purpose.Qian Xuesen was a rocket scientist.He was famous all over the world as the father of China's space technology.He was born in 1911.On October 31，2009，he passed away peacefully.Qian Xuesen graduated from Shanghai Jiao Tong University in 1934.In 1935，he wentto the United States for further study.In 1950，he heard that the new China had been founded，he began to try his best to go back to his motherland.Since 1958，Dr.Qian had devoted all his life to China's aerospace science and technology and made great achievements.He set up China's first missileandrocketresearch institute (导弹、火箭研究机构)，which later helped start China's space program.He retired in 1991，the year before China's manned space program (载人航天计划) was started.His research formed the basis (基础) of the Long March CZ2F rocket that carried astronaut Yang Liwei into orbit in 2003.[探索发现]1．Find out how old when Qian Xuesen passed away?98.2．Find out when China started manned space program.In 1992.。
高中英语北师大版(2019)必修第二册-Unit 6 The Admirable Topic Talk-课件(共10张PPT)
I think they are
admirable because
they _p_u_t_o_u_r_f_ir_e_s_a_n_d____ _s_a_v_e_p_e_o_p_l_e’_s_l_iv_e_s__.
I admire them
because they are so _b_ra_v_e___.
Qualities they have
…
Organise your ideas and share.
大儒诚信教育资源
Activity 2
Listen and complete the Text Builder.
I think my uncle is
someone I admire. He is a _f_ir_e_fi_g_h_t_er_.
fighting against your own weakness
Activity 5
Write a short paragraph about the person you admire.
1. Choose a person you admire 2. Refer to the Text Builder
— Karl Marx
2. The aim of living is making better lives for others.
— Lei Feng
3. This is the mark of a really admirable man: steadfastness in the face of trouble. — Ludwig van Beethoven
大儒诚信教育资源
Activity 6
Quote … Unquote
高中英语(2019)必修第二册-Unit 6 The Admirable Lesson -课件
Hero
There’s a hero If you look inside your heart You don’t have to be afraid Of what you are There is an answer If you reach into your soul And the sorrow that you know Will melt away And then a hero comes along With the strength to carry on And you cast your fears aside And you know you can survive So when you feel like hope is gone Look inside you and be strong And you’ll finally see the truth That a hero lies in you.
Read the passage and complete the timeline of Reeve's life
He found his passion in acting and starred in his first school play
He fell from the horse while
Reeve is not only known as a superhero in the superman films, but also in real life ,and he will be remembered forever.
让课堂绽放魅力·同课异构
“I think a Superhero is an ordinary individual who finds strength to persevere and endure in spite of overwhelming obstacles.”
高一英语(师大版)-必修二 Unit 6 The Admirable (5)-1教案
教学设计参与人员
姓名
单位
设计者
实施者
指导者
课件制作者
其他参与者
其他参与者
其他参与者
教学目标及教学重点、难点
在本课结束时，学生能够：
1.完成与文章内容相关的练习；
2.获取事实性信息如屠呦呦团队在发现青蒿素过程中所遇到的困难、解决方式以及做出的牺牲等；
2. Students read a paragraph and answer the questions.
What difficulties did they meet during the clinical trials?
How did they deal with the difficulties?
2. Students share their findings.
3. Students read more opinions on on Tu Youyou’s achievement.
帮助学生理解他人对于屠呦呦的评价。引导学生关注事实性信息和观点性信息。
Step 5
1. Students analyze the typical writing features of the news article.
2019年8月教学设计参与人员姓名单位设计者实施者指导者课件制作者其他参与者其他参与者其他参与者教学目标及教学重点难点在本课结束时学生能够
教案
教学基本信息
课题
Unit 6 The Admirable (5)---Lesson 1 A Medical Pioneer (2)
学科
英语
学段：高中
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.。
北师大版高中英语必修第2册 UNIT 6 THE ADMIRABLE
美文导入
核心素养目标
美文导入
核心素养目标
英语 必修 第二册 配北师大版
UNIT 6 THE ADMIRABLE
○重要短语 be admitted to… 被……录取 be engaged in 从事 a sense of… 一种……感
美文导入
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英语 必修 第二册 配北师大版
UNIT 6 THE ADMIRABLE
○句型精析 If it weren’t for Rachel Carson, the environmental movement might not exist today. 分析：该句子中的If it weren’t for Rachel Carson为if引导的 条件状语从句。 句意：如果不是瑞秋·卡森，环境保护运动今天可能不存 在。
UNIT 6 THE ADMIRABLE
英语 必修 第二册 配北师大版
UNIT 6 THE ADMIRABLE
美文导入
ห้องสมุดไป่ตู้
美文导入
核心素养目标
英语 必修 第二册 配北师大版
UNIT 6 THE ADMIRABLE
素养解读：关于“文化意识”的功能，《普通高中英语课 程标准(2017年版)》指出：文化意识的培养有助于学生增强国 家认同和家国情怀，坚定文化自信，树立人类命运共同体意 识，学会做人做事，成长为有文明素养和社会责任感的人。
countries. In October 2015, Tu Youyou got Nobel Prize in
Physiology or Medicine.
美文导入
核心素养目标
英语 必修 第二册 配北师大版
UNIT 6 THE ADMIRABLE
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.。