（2021新牛津译林版）高中英语必修三Unit4 Lesson2 Reading II教案.doc

1、1 英语（必修英语（必修第三册）第三册） Unit 4 Scientists who changed the world Welcome to the unit 2. use the above words and expressions in new situations; 3. understand the suffixes of adjectives ending with -dom, -ness, -al, -ance, -ure, -age; 4. apply noun phrases when explaining medical terms. II. Key competence

2、 focus 1. Understand the above-mentioned new words and expressions. 2. Use the new words and expressions in different situations. III. Predicted area of difficulty Use the new words and expressions properly. IV. Teaching procedures Step 1 Lead-in Review the main idea of the article. T: Hello, everyo

3、ne, nice to meet you! Weve learned a news report describing the Chinese scientist Tu Youyou and her discovery of a life-saving medicine. Today we shall review the text, discuss how to use some of the words and phrases, and practise using them in different situations. T: Would you fill in the blanks

4、according to what you have learned? Can you divide them into two parts? We call the first part lead, the second part additional information. Para. 1Tu Youyou won a Nobel Prize in 2015 for her _ of qinghaosu. Para. 2Tu Youyou received a board _ of both traditional Chinese and Western medicine. Paras.

5、 3-5TuYouyou and her team made great _ to discover qinghaosu. Para. 6The discovery of qinghaosu will _more scientists to carry on the work. 【设计意图：回归课本，回忆文章。通过篇章结构的理解引领学生到词汇上面来。】 Step 2 Word study 1. survival (1) T asks Ss to explain survival in the sentence from the text. (2) T asks Ss to come up wi

6、th more verbs that can be used before survival. (3) T shows more examples. Ss try to understand the meanings of phrases with survival in different contexts. (4) T asks Ss to come up with nouns before survival. T shows examples in sentences first. (5) T shows some sentences using the verb form of sur

7、vival and asks Ss to try to guess its 2 meaning. (6) Ss try to translate a sentence using survive. 2. intend (1) T asks Ss to explain intend in the sentence from the text. Then T gives two examples. (2) Ss try to guess the meaning of intended and usage in more sentences. (3) Ss try to fill in the bl

8、anks with correct collocation of intend. 3. experiment (1) T asks Ss to explain experiment in the sentence from the text, using their own words. (2) T explains the collocation of experiment and gives one example to help Ss understand. (3) T tells Ss the adjective form of experiment and tells them it

9、s meaning. (4) T asks Ss to translate a sentence with experimental into Chinese. 4. trial (1) T asks Ss to explain trial in the sentence from the text, using their own words. (2) T asks Ss to come up with adjectives that are usually used before trial and shows an example. (3) Ss try to guess the mea

10、nings of trial in different contexts and summarize its usage in more sentence examples. (4) T gives Ss one sentence where trial is used as verbs and asks Ss to guess its meaning. (5) Ss try to guess the meaning of the phrase by trial and error and translate one sentence into English. 5. limited (1)

11、Ss work in groups and find out the different phrases of limit from the dictionary. Then Ss share the phrases. (2) T gives Ss two sentences as examples and puts students examples on the board. Ss summarize the meaning of limit. (3) Ss try to guess other meanings of limit in different contexts and sum

12、marize its usage with more sentence examples. (4) T gives Ss one sentence where limit is used as verbs and asks Ss to guess its meaning. (5) Ss try to guess the meaning of limited in a specific context. (6) Ss try to fill the blanks with correct forms of limit or correct collocation in a specific co

13、ntext. 6. sufficient (1) T asks Ss to explain sufficient in the text in their own words. (2) T gives more examples and asks Ss to summarize its collocation. (3) T asks Ss to translate sentences with collocations given. 7. benefit (1) T explains the meaning of benefit in the sentence from the text. (

14、2) T asks Ss to look up the word in the dictionary to find out more collocations. (3) T shows what Ss have found on the screen and add more if necessary. (4) Ss fill in the blank with proper collocations of benefit. 8. wisdom (1) T asks Ss to explain the meaning of wisdom in the sentence from the te

15、xt. (2) T gives Ss more examples and asks Ss to guess its meaning. 【设计意图：通过老师讲解、学生讲解、学生小组讨论、学生查字典分享、巩固练习等活动 让学生了解这些重要词汇的用法且学会灵活运用到语境中。】 3 Step 3 Consolidation 1. T gives a summary of vocabulary 2. T asks Ss to finish part B1. 【设计意图：通过回顾学过的单词巩固，用巩固练习给学生提供更为丰富的语境。】 Step 4 Word formation 1. T introduce

16、s the suffixes that can be used to form abstract nouns. 2. Ss work in groups to brainstorm more abstract nouns with these suffixes and share them with classmates. 【设计意图： 学生通过小组活动掌握构成抽象名词的几个后缀， 学会从构词法的角度学习词 汇，扩大词汇量】 Step 5 Mini Writing 1. T illustrate how to use noun phrases to explain terms with exa

17、mples from the text. T: We can use noun phrases to help us explain medical terms such as “malaria” and “qinghaosu” more clearly, thus making it easier to understand. We can use a comma or a dash before the explanation. 2. T asks Ss to explain aspirin and ICU in the sentences with noun phrases. 【设计意图： 学习和理解用名词词组做同位语来解释专有名词， 并学会学会在实际语境中运 用这一写作手法。】 V. Homework Look up in magazines or a reference book to find out more medical terms and try to explain them with noun phrases.