Unit 6 The Admirable-Lesson 1 Masterpieces 教案-2025-2026学年高中英语北师大版必修第二册

Unit 6 The Admirable-Lesson 1 Masterpieces 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master key words and sentences related to masterpieces and admirable figures, understand the narrative logic of the text, and improve their abilities of reading comprehension, information extraction and oral expression. Cultural Awareness: Help students understand the spiritual connotation of masterpieces and the noble qualities of creators, respect cultural diversity and enhance cultural confidence. Thinking Quality: Guide students to analyze the structure of the text, explore the deep meaning of masterpieces, and cultivate logical thinking and critical thinking. Learning Ability: Cultivate students' autonomous learning habits, guide them to use effective reading strategies and cooperate with others to complete learning tasks. 2. 教学重难点 Key Points: Master the key vocabulary (such as masterpiece, admire, devote, overcome, achievement) and sentence patterns (attributive clauses, adverbial clauses of concession) in the text; understand the main content of the text, including the background, process and significance of the masterpieces. Difficult Points: Explore the connection between the characteristics of masterpieces and the noble qualities of creators; use the learned vocabulary and sentence patterns to express opinions on admirable figures and masterpieces fluently. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing pictures of world-famous masterpieces, such as Van Gogh’s Starry Night, Beethoven’s Fifth Symphony, and Tu Youyou’s discovery of artemisinin. Then the teacher asks students the following questions in English: “Have you seen these works? What do you know about them? Who created them? Why do you think these works are called masterpieces?” The teacher invites 3-4 students to share their answers, and then makes a brief summary: “These works are called masterpieces because they have extraordinary artistic value, far-reaching influence, and the creators have paid great efforts and displayed noble qualities. Today, we will learn Lesson 1 Masterpieces and explore the stories behind these admirable works and their creators.” Design Intention: This lead-in links students’ existing life experience and prior knowledge, stimulates their interest in learning through vivid pictures, and naturally leads to the theme of the lesson. By asking questions, it guides students to think about the connotation of masterpieces and lays a foundation for the subsequent text learning. At the same time, it helps students activate relevant vocabulary and expressions, reducing the difficulty of text understanding. Step 2: Pre-reading (Vocabulary and Background Preview) Background Introduction: The teacher briefly introduces the background of the text in English. The text mainly introduces three masterpieces and their creators: a medical masterpiece (artemisinin) created by Tu Youyou, a literary masterpiece created by a famous writer, and an artistic masterpiece created by a painter. The teacher focuses on introducing Tu Youyou’s basic information and the background of her research on artemisinin, telling students that Tu Youyou overcame numerous difficulties and finally discovered artemisinin, which saved millions of lives in the world and won the Nobel Prize. This not only helps students understand the text better but also lets them feel the admirable qualities of the creator. Step 3: While-reading (In-depth Reading and Information Extraction) This step is divided into three parts: skimming, scanning and intensive reading, to help students gradually understand the text from the overall to the local, from the surface to the deep. Skimming: The teacher asks students to read the text quickly within a certain time, and then answer two questions: (1) How many masterpieces are introduced in the text? (2) Who are their creators respectively? After students finish reading, the teacher invites several students to answer the questions, and checks their understanding of the overall content of the text. The correct answers are: Three masterpieces; Their creators are Tu Youyou, a Chinese medical scientist, a famous writer and a famous painter. Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea of the text, understand the overall structure of the text, and cultivate their ability to obtain key information quickly. This link helps students establish a general framework of the text and lay a foundation for subsequent scanning and intensive reading. Scanning: The teacher asks students to read the text again, and fill in the following table according to the information in the text. The table includes four columns: Creator, Masterpiece, Creation Process, and Significance. The teacher divides students into groups of 4, and each group is responsible for collecting information about one creator and his masterpiece. After 10 minutes, each group sends a representative to share the collected information, and the teacher corrects and supplements it, ensuring that each student masters the key details of the text. Creator Masterpiece Creation Process Significance Tu Youyou Artemisinin She devoted many years to researching traditional Chinese medicine, overcame difficulties such as lack of resources and repeated experimental failures, and finally extracted artemisinin through unremitting efforts. It saved millions of lives suffering from malaria around the world, promoted the development of medical science, and won international recognition for Chinese traditional medicine. Famous Writer A Literary Masterpiece He observed life carefully, accumulated materials for a long time, overcame the pressure of creation and various difficulties, and spent several years completing the work. It reflects the social reality and human nature, brings spiritual enlightenment to readers, and has a far-reaching influence on the development of literature. Famous Painter An Artistic Masterpiece He persisted in artistic creation, explored new painting techniques, overcame the limitations of traditional painting, and poured his emotions and ideals into the work. It broke the traditional artistic style, opened up a new direction for the development of art, and became a classic in the history of art. Design Intention: Scanning helps students accurately extract specific information from the text, improve their ability of information positioning and sorting. Group cooperation enables students to learn from each other, improve learning efficiency, and cultivate their cooperative learning ability and communication ability. Filling in the table makes the key information of the text more intuitive and clear, which is convenient for students to review and consolidate. Intensive Reading: The teacher guides students to read the text carefully paragraph by paragraph, focusing on analyzing the key sentences, the author’s emotional attitude and the noble qualities of the creators. First, the teacher takes the paragraph about Tu Youyou as an example, and asks students to find the key sentences that reflect her qualities. Students will find sentences such as “She devoted all her life to the research of medical science, never caring about fame and fortune.” “Faced with repeated experimental failures, she never gave up and kept trying new methods.” Then the teacher guides students to summarize Tu Youyou’s qualities: persistent, determined, devoted, selfless, and innovative. Then, the teacher asks students to read the paragraphs about the writer and the painter independently, find the key sentences that reflect their qualities, and summarize their noble qualities in groups. After the discussion, each group shares their results, and the teacher makes comments and supplements. The qualities of the writer include careful observation, persistence, creativity and concern for society; the qualities of the painter include persistence, innovation, passion and pursuit of perfection. In addition, the teacher guides students to analyze the sentence patterns in the text, focusing on the attributive clauses and adverbial clauses of concession. For example, the sentence “The masterpiece that Tu Youyou created has saved millions of lives.” is an attributive clause, where “that” guides the attributive clause to modify “masterpiece”. The teacher explains the structure and usage of the sentence pattern, and asks students to find similar sentences in the text and analyze them, helping students master the key sentence patterns and improve their language application ability. Design Intention: Intensive reading is the key link of text learning. By analyzing key sentences and the qualities of creators, students can deeply understand the connotation of the text and the author’s emotional attitude, and cultivate their ability of text analysis and logical thinking. The analysis of sentence patterns helps students master the key grammatical knowledge of the lesson, improve their ability of language expression and application, and lay a foundation for subsequent writing and speaking activities. Step 4: Post-reading (Consolidation and Extension) This step includes three activities: discussion, oral expression and vocabulary consolidation, to help students consolidate the learned knowledge, apply it flexibly, and extend the theme of the lesson. Group Discussion: The teacher puts forward the following discussion questions: (1) What do these masterpieces have in common? (2) What noble qualities do the creators of these masterpieces have? (3) In your opinion, what kind of work can be called a masterpiece? (4) Who is the admirable person in your life? What qualities make him/her admirable? The teacher divides students into groups of 5, and each group discusses these questions for 15 minutes. During the discussion, the teacher walks around the classroom, guides students to express their opinions freely, and helps them solve the problems encountered in the discussion. After the discussion, each group sends a representative to share their discussion results. For example, for the first question, students may answer: “These masterpieces all have extraordinary value, are created by the creators’ unremitting efforts, and have a far-reaching influence on society.” For the fourth question, students may talk about their parents, teachers, doctors, scientists, etc., and describe their admirable qualities. The teacher makes positive comments on the students’ sharing, affirms their unique views, and guides them to establish a correct outlook on life and values. Design Intention: Group discussion provides students with a platform for oral expression, helps them consolidate the learned knowledge, and improves their oral expression ability and logical thinking ability. Through discussing the extension questions, students can connect the text content with their own life experience, deeply understand the theme of “the admirable”, and cultivate their ability of thinking and expressing independently. At the same time, it strengthens the emotional experience of students and lets them learn from the admirable figures. Oral Expression: The teacher asks students to choose one of the creators in the text or an admirable person in their life, and make a 2-minute speech in English. The speech should include the following contents: who the person is, what he/she has done, what qualities he/she has, and why he/she is admirable. Before the speech, the teacher gives students 5 minutes to prepare, and reminds them to use the key vocabulary and sentence patterns learned in the lesson. Then, the teacher invites 4-5 students to give speeches in front of the class, and makes comments on their speeches, including pronunciation, intonation, vocabulary and sentence pattern usage, and puts forward suggestions for improvement. Design Intention: Oral expression is an important part of language application. Through speech, students can flexibly use the key vocabulary and sentence patterns learned in the lesson, improve their oral expression ability and confidence. At the same time, it helps students deepen their understanding of the admirable qualities, and cultivate their ability of information organization and expression. Vocabulary Consolidation: The teacher arranges a vocabulary exercise on the PPT, including blank filling, word matching and sentence rewriting. For example, blank filling: “Tu Youyou ______ (devote) all her life to medical research.” Word matching: match the words with their meanings (admire, devote, overcome, masterpiece). Sentence rewriting: rewrite the sentence “She overcame many difficulties and finally succeeded.” with the adverbial clause of concession: “Although she overcame many difficulties, she finally succeeded.” Students complete the exercises independently, and then the teacher checks the answers and explains the key points, helping students consolidate the key vocabulary and sentence patterns. Design Intention: Vocabulary and sentence pattern consolidation is an important link to ensure the effect of learning. Through various forms of exercises, students can further master the usage of key vocabulary and sentence patterns, improve their ability of language application, and lay a solid foundation for subsequent learning. Step 5: Summary and Homework Summary: The teacher summarizes the content of the lesson in English. First, he reviews the key vocabulary and sentence patterns learned in the lesson, then combs the main content of the text, including the three masterpieces and their creators, and the noble qualities of the creators. Finally, the teacher emphasizes the theme of the lesson: Masterpieces are created by the creators’ unremitting efforts and noble qualities, and the admirable figures deserve our respect and learning. We should learn from their qualities and strive to become better people. Design Intention: The summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their understanding of the theme of the lesson. At the same time, it guides students to establish correct values and stimulates their motivation to learn from the admirable figures. Homework: The teacher arranges two kinds of homework, including basic homework and extended homework, to meet the needs of different students. Basic Homework: (1) Recite the key vocabulary and key sentences of the lesson. (2) Read the text aloud for 15 minutes every day, and try to retell the text in your own words. (3) Complete the exercises in the textbook related to this lesson. Extended Homework: (1) Write a short passage (about 100 words) about an admirable person in your life, describing his/her deeds and qualities, and using the key vocabulary and sentence patterns learned in the lesson. (2) Search for information about another masterpiece and its creator after class, and share it with the class in the next lesson. Design Intention: Basic homework helps students consolidate the knowledge learned in the lesson, strengthen memory and understanding. Extended homework expands students’ knowledge, cultivates their autonomous learning ability and information collection ability, and connects classroom learning with after-class learning, realizing the extension and application of knowledge. At the same time, it meets the individual needs of students and promotes the all-round development of students. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $