高中英语北师大版 (2019)必修 第二册Lesson 1 A Medical Pioneer教学设计及反思

Unit 6 The Admirable

Lesson 1 A Medical Pioneer

【教学目标】

Students will be able to

1. read and talk about Tu Youyou, a medical pioneer

2. read for general understanding

3. read for specific information and write a summary of the text

4. learn about and practise relative clauses

【教学重难点】

1. reading for specific information about Tu Youyou

2. 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 confirm ideas 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.