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高中英语北师大版 (2019)必修 第二册Unit 6 The admirableLesson 1 A Medical Pioneer教案设计
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这是一份高中英语北师大版 (2019)必修 第二册Unit 6 The admirableLesson 1 A Medical Pioneer教案设计，共4页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。
【教学目标】
Students will be able t
1. read and talk abut Tu Yuyu, a medical pineer
2. read fr general understanding
3. read fr specific infrmatin and write a summary f the text
4. learn abut and practise relative clauses
【教学重难点】
1. reading fr specific infrmatin abut Tu Yuyu
2. Using relative clauses
【教学过程】
1. What d yu knw abut malaria?
(1) Write the heading “Pineer” n the bard. Ask students their understanding f the wrd. Use a dictinary if necessary. Explain that a pineer is similar t a her but is different because they achieve r discver smething n ther persn has befre.
(2) Encurage students t think f examples f pineers, e.g., Christpher Clumbus, Neil Armstrng, Alexander Fleming.
(3) Encurage students t research what these pineers are remembered fr: Christpher Clumbus discvered a new cntinent; Neil Armstrng was the first man t set ft n the Mn; Alexander Fleming discvered penicillin, which is used in antibitics.
(4) Ask students t read thrugh the facts silently and tick the infrmatin that they find striking. Refer students t the Ntes sectin fr any tricky wrds they dn’t knw and explain any that are nt included.
2. Pair Wrk: Share with yur partner what yu knw abut Tu Yuyu.
(1) Invite students t read the phrases in the bx silently.
(2) In pairs students discuss what they knw abut Tu Yuyu. D nt cnfirm ideas at this pint.
(3) Invite pairs t cme t the frnt f the class and share what infrmatin they knw abut Tu Yuyu. Gather any interesting details and write them n the bard.
3. What d yu expect t read in a news article abut Tu Yuyu?
(1) Tell students that they will be reading a news article abut Tu Yuyu. Draw students’ attentin t the pht n page 52 and ask them what they think is happening in the picture, i.e., Tu Yuyu is at the Nbel Prize Lecture receiving the prize.
(2) Students write at least three questins they wuld like t ask abut Tu Yuyu.
4. Read and find ut.
(1) Tell students that they will be reading a news article n a pineer.
(2) Allw students time t read the full article r call n vlunteers t read the passage alud.
(3) Encurage students t try t use cntext t understand unknwn terms.
(4) If needed, instruct students t draw a ruler line under each paragraph. Then prvide a general sentence fr each paragraph that acts as a summary. This will help the students t srt ut the new infrmatin.
(5) Ask students if their questins were answered in the news article.
(6) If there is time, make a list f any unanswered questins and search fr answers n the Internet r assign students t find the answers at hme.
5. Read, cmplete and intrduce.
(1) Tell students t read the news article in mre detail, they shuld take their time t g thrugh the text carefully.
(2) Draw students’ attentin t the mind map n page 54 and have students read the tpics they need t find details abut in the news article. Clarify any unknwn wrds befre students start reading.
(3) Encurage students t underline the parts f the text that cntain the infrmatin.
(4) Help any struggling students by giving them the paragraph number where each piece f infrmatin is lcated.
(5) Once students have cmpleted their ntes, have them share their answers with a partner r with the class.
6. Match and talk abut Tu Yuyu’s wrk and achievement.
(1) Divide students int grups based n their understanding level. Allw high level students t cmplete the exercise independently. Encurage middle level students t wrk tgether t read the rubric and wrds in the clumns. Then cmplete the activity. Supprt lw level students by listening as they read the wrds in the clumns alud and explain unknwn terms. Then help lw level students t match the clumns.
(2) Encurage students t use their dictinaries fr understanding.
7. Grup Wrk: Summarise Tu Yuyu’s persnal quality.
(1) Remind students abut qualities f admirable peple.
(2) In small grups students discuss Tu Yuyu’s persnal qualities. Encurage students t prvide reasns fr their answers.
(3) Assign ne representative t share their grup’s answers with the class.
8. Grup Wrk: Think and share.
(1) In small grups students discuss the questins. Encurage students t prvide reasns fr their answers.
a. Why is Tu Yuyu cnsidered a medical pineer?
b. What typical writing features can yu identify in the news article abut Tu Yuyu?
(2) Assign ne representative t share the grup’s answers with the class.
9. Identify relative clauses.
(1) Explain t students that a relative clause is a part f a sentence that has a verb in it and is jined t the rest f the sentence by wrds such as “wh”, “which”, “where”, “when”.
(2) Instruct students t wrk in pairs t read alud the sentences and t pint ut the verbs which indicate the relative clauses.
(3) If needed, have students lk at the Grammar Summary, Unit 6, Relative Clauses n page 92. Read thrugh 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 wrds are used t jin the sentences tgether?
In pairs students read the sentences and circle wrds that link sentences r clauses tgether. Ask students if they ntice cmmn wrds and summarise hw they are used.
11. Jin the pairs f sentences using relative prnuns.
(1) Explain t students that a relative prnun is used t cnnect a clause r phrase t a nun r prnun. The clause mdifies r describes the nun. The mst cmmn relative prnuns are wh, whm, whse, which, and that.
(2) Instruct students t wrk in pairs t read alud the sentences and t jin the tw sentences with relative prnuns.
(3) If needed, have students lk at the Grammar Summary, Unit 6, Relative Clauses n page 92. Read thrugh the rules and examples with the class and ensure that students understand relative prnuns in the examples.
(4) Students can independently write and jin the sentences using relative prnuns.
12. Express yurself.
(1) Instruct students t write three sentences n the admirable qualities f Tu Yuyu using relative clauses. Their sentences need t be persuasive fr a cmmittee t include Tu Yuyu as a rle mdel.
(2) Students read their sentences t the class.
(3) Put tw grups f students tgether and have ne f them be the cmmittee. The ther grup shuld present their arguments in rder t persuade the cmmittee. Find ut whether this is the case r nt. Then have grups change rles.
【教学目标】
Students will be able t
1. read and talk abut Tu Yuyu, a medical pineer
2. read fr general understanding
3. read fr specific infrmatin and write a summary f the text
4. learn abut and practise relative clauses
【教学重难点】
1. reading fr specific infrmatin abut Tu Yuyu
2. Using relative clauses
【教学过程】
1. What d yu knw abut malaria?
(1) Write the heading “Pineer” n the bard. Ask students their understanding f the wrd. Use a dictinary if necessary. Explain that a pineer is similar t a her but is different because they achieve r discver smething n ther persn has befre.
(2) Encurage students t think f examples f pineers, e.g., Christpher Clumbus, Neil Armstrng, Alexander Fleming.
(3) Encurage students t research what these pineers are remembered fr: Christpher Clumbus discvered a new cntinent; Neil Armstrng was the first man t set ft n the Mn; Alexander Fleming discvered penicillin, which is used in antibitics.
(4) Ask students t read thrugh the facts silently and tick the infrmatin that they find striking. Refer students t the Ntes sectin fr any tricky wrds they dn’t knw and explain any that are nt included.
2. Pair Wrk: Share with yur partner what yu knw abut Tu Yuyu.
(1) Invite students t read the phrases in the bx silently.
(2) In pairs students discuss what they knw abut Tu Yuyu. D nt cnfirm ideas at this pint.
(3) Invite pairs t cme t the frnt f the class and share what infrmatin they knw abut Tu Yuyu. Gather any interesting details and write them n the bard.
3. What d yu expect t read in a news article abut Tu Yuyu?
(1) Tell students that they will be reading a news article abut Tu Yuyu. Draw students’ attentin t the pht n page 52 and ask them what they think is happening in the picture, i.e., Tu Yuyu is at the Nbel Prize Lecture receiving the prize.
(2) Students write at least three questins they wuld like t ask abut Tu Yuyu.
4. Read and find ut.
(1) Tell students that they will be reading a news article n a pineer.
(2) Allw students time t read the full article r call n vlunteers t read the passage alud.
(3) Encurage students t try t use cntext t understand unknwn terms.
(4) If needed, instruct students t draw a ruler line under each paragraph. Then prvide a general sentence fr each paragraph that acts as a summary. This will help the students t srt ut the new infrmatin.
(5) Ask students if their questins were answered in the news article.
(6) If there is time, make a list f any unanswered questins and search fr answers n the Internet r assign students t find the answers at hme.
5. Read, cmplete and intrduce.
(1) Tell students t read the news article in mre detail, they shuld take their time t g thrugh the text carefully.
(2) Draw students’ attentin t the mind map n page 54 and have students read the tpics they need t find details abut in the news article. Clarify any unknwn wrds befre students start reading.
(3) Encurage students t underline the parts f the text that cntain the infrmatin.
(4) Help any struggling students by giving them the paragraph number where each piece f infrmatin is lcated.
(5) Once students have cmpleted their ntes, have them share their answers with a partner r with the class.
6. Match and talk abut Tu Yuyu’s wrk and achievement.
(1) Divide students int grups based n their understanding level. Allw high level students t cmplete the exercise independently. Encurage middle level students t wrk tgether t read the rubric and wrds in the clumns. Then cmplete the activity. Supprt lw level students by listening as they read the wrds in the clumns alud and explain unknwn terms. Then help lw level students t match the clumns.
(2) Encurage students t use their dictinaries fr understanding.
7. Grup Wrk: Summarise Tu Yuyu’s persnal quality.
(1) Remind students abut qualities f admirable peple.
(2) In small grups students discuss Tu Yuyu’s persnal qualities. Encurage students t prvide reasns fr their answers.
(3) Assign ne representative t share their grup’s answers with the class.
8. Grup Wrk: Think and share.
(1) In small grups students discuss the questins. Encurage students t prvide reasns fr their answers.
a. Why is Tu Yuyu cnsidered a medical pineer?
b. What typical writing features can yu identify in the news article abut Tu Yuyu?
(2) Assign ne representative t share the grup’s answers with the class.
9. Identify relative clauses.
(1) Explain t students that a relative clause is a part f a sentence that has a verb in it and is jined t the rest f the sentence by wrds such as “wh”, “which”, “where”, “when”.
(2) Instruct students t wrk in pairs t read alud the sentences and t pint ut the verbs which indicate the relative clauses.
(3) If needed, have students lk at the Grammar Summary, Unit 6, Relative Clauses n page 92. Read thrugh 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 wrds are used t jin the sentences tgether?
In pairs students read the sentences and circle wrds that link sentences r clauses tgether. Ask students if they ntice cmmn wrds and summarise hw they are used.
11. Jin the pairs f sentences using relative prnuns.
(1) Explain t students that a relative prnun is used t cnnect a clause r phrase t a nun r prnun. The clause mdifies r describes the nun. The mst cmmn relative prnuns are wh, whm, whse, which, and that.
(2) Instruct students t wrk in pairs t read alud the sentences and t jin the tw sentences with relative prnuns.
(3) If needed, have students lk at the Grammar Summary, Unit 6, Relative Clauses n page 92. Read thrugh the rules and examples with the class and ensure that students understand relative prnuns in the examples.
(4) Students can independently write and jin the sentences using relative prnuns.
12. Express yurself.
(1) Instruct students t write three sentences n the admirable qualities f Tu Yuyu using relative clauses. Their sentences need t be persuasive fr a cmmittee t include Tu Yuyu as a rle mdel.
(2) Students read their sentences t the class.
(3) Put tw grups f students tgether and have ne f them be the cmmittee. The ther grup shuld present their arguments in rder t persuade the cmmittee. Find ut whether this is the case r nt. Then have grups change rles.
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