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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。
Unit 6 The AdmirableWriting Workshop【学习目标】You will be able to1. read and talk about writing a summary about “A Medical Pioneer”2. read for writing3. summarise information4. write a summary about “The Superhero Behind Superman”【学习重难点】1. understanding key components of a summary2. writing a summary about an article【学习过程】1. How do you write a summary?2. What information should be included in a summary?3. Read the summary of “A Medical Pioneer”, and answer questions.1) What main points of the original text are included?2) What information of the original text is left out? Why?3) Does the summary include the opinion of the summary writer?4. Divide the text “A Medical Pioneer” (pages 52–53) into four parts and write out the relevant paragraphs for each part. Match each part with the correct focus.Part 1 ( ) personal informationPart 2 ( ) her attitude towards famePart 3 ( ) her mission and researchPart 4 ( ) the Nobel Prize Award5. Read the summary of “A Medical Pioneer”. Find out the main information included in each paragraph.6. Look at “The Superhero Behind Superman”.1) How many parts can it be divided into?2) What does each part focus on?3) Underline the key words. Summarise each part in one sentence.7. Compose your writing: Drafting.8. Compose your writing: Editing. Use the Peer Editing Sheet on page 90.。
北师大版（2019）必修第二册Unit 6 The AdmirableWriting Workshop本节课的教材分析：教材来自北师大版（2019）必修第二册Unit 6 The Admirable Writing Workshop。
主要内容是关于写作工作坊的，并围绕写作过程和技巧展开，包括创意写作、日记写作和观察写作等。
教学目标：1. 了解写作工作坊的概念和作用，并理解各种写作方式和技巧的运用。
2. 培养学生的写作兴趣，提高写作能力和创造力。
3. 培养学生的观察力和表达能力。
教学重点：1. 学习和掌握不同类型的写作方式和技巧。
2. 掌握如何通过观察来写作。
教学难点：1. 培养学生的创意和想象力。
2. 提高学生的写作表达能力。
学情分析：学生是高一年级的学生，对英语写作的基础知识已经有一定的了解。
他们对写作的兴趣不高，缺乏创造力和表达能力。
他们习惯于机械性的写作，缺少思考和观察的能力。
教学策略：1. 激发学生的兴趣：通过引入写作工作坊的概念，让学生了解写作的乐趣和意义，激发学生的写作兴趣。
2. 拓展学生的思维：引导学生思考和讨论不同类型的写作方式和技巧，鼓励他们运用所学知识进行创造性的写作。
3. 激发学生的观察力：通过观察写作的例子和练习，培养学生的观察力和表达能力。
教学方法：1. 情境教学法：通过引入写作工作坊的情境，让学生能够理解写作的实际意义和用途。
2. 合作学习法：组织学生进行小组讨论和合作活动，促进学生的参与和交流。
3. 演示法：通过教师的写作范例和示范，帮助学生理解写作的思路和技巧。
通过以上设计，在本节课中，我将尽力激发学生的写作兴趣，培养他们的写作能力和观察力，使他们能够通过写作表达自己的想法和情感。
导入环节（约5分钟）：教学内容：本节课的导入环节旨在引起学生对写作的兴趣，调动学生的主动学习积极性。
教学活动：1.教师播放一段关于成功人士的短视频，激发学生对成功人士的好奇心和欲望。
2.教师出示几张成功人士的图片，要求学生根据图片进行描述和提问，引导学生思考成功人士的特点和成就。
Unit 6 The AdmirableLesson 3 The Superhero Behind Superman【学习目标】You will be able to1. read and talk about a superhero2. read for deep understanding3. summarise information4. learn about and practise synonyms and antonyms 【学习重难点】1. reading for deep understanding2. talking about a superhero【学习过程】1. Who do you think is a superhero? What makes him/her a superhero?2. What do you want to know about Christopher Reeve?3. Read the story, take notes, and then talk aboutBecoming the star inSuperman filmsBecoming a superheroin real life4. Read again and answer questions.1) What was Reeve’s “wildly successful Hollywood career” like?2) How was he injured? Why was it considered a disaster?3) How did he come out of the “nightmare”? From where did he get the strength?4) What did he do as an advocate for medical research?5. Pick out the expressions that you feel are the most impressive. Read them aloud and explain why you chose them.6. Imagine yourself in the following situations. Answer the questions.1) What emotional changes did Reeve’s wife, family and friends possibly go through after the accident? What might they have said to Reeve?2) After Reeve became an advocate for people with back injuries and disabilities, what might he possibly have said to his audience?3) What might Reeve’s doctors have said to Reeve directly after the accident and when he managed to return to his film career?7. Group Work: Think and share.1) Explain the meaning of the s entence “What I do is based on powers we all have inside us … and you don’t have to be a ‘superman’ to do it”.2) What’s your understanding of the title “The Superhero Behind Superman”?8. What inspiration do you get from Christopher Reeve?9. Use what you have learnt to introduce a superhero in real life that you admire.。
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。
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.。
