unit 3 science versus nature教学设计（表格式）

1 / 30 Unit 3 Science versus nature 教学设计（表格式） m 课题 Unit3Scienceversusnature 课时 9-1 Welcome 主备人 Swan 授课时间 教学目标 Enablethestudentstoknowsomethingaboutcloning,andgivetheirownopinionsaboutcloning. Helpthestudentslearnhowtodescribetheadvantagesanddisadvantagesofhumancloningwiththetargetlanguage. 教学重、难点 Talkaboutcloningandhumancloning. Howtodescribetheadvantagesanddisadvantagesofhumancloning. 教、学具 2 / 30 Aprojector. 预习要求 教师活动内容、方式 学生活动内容、方式 旁注 StepILead-in Walkintotheclassroomwithasadface. T:Goodmorning,class. Ss:Goodmorning,missWang. T： What sclone? S1:cloningisoneofthemostpopulartechnologiesinthe20thcentury. T： Whatothertechnologiesdowehaveinrecentyears? S:maybethemostinfluentialtechnologyiscomputerscience,formostofus,wecan tlivewithoutcomputers. T: sseesomepictures. Showthepicturesonthetextbookonthescreen. StepIIWelcometotheunit T:,aren tyou? Ss:yeah. T:WhereandwhenwasDollyborn?Isshestillalive?Whocangi3 / 30 veussomeinformationaboutDolly? S:DollythesheepwasbornonFebruary24,1997in,XX,afterdevelopingaprogressivelungdisease. StepIIIDiscussion DealwiththequestionsinactivityF. Severalminuteslater,asksomepairstodemonstratetheirconversations. Wecan tattempttochangesomethinginthenature,orwe llbepunished!Soweshouldtryourbesttobuildasocietyinharmonywithnatureinsteadofagainstnature. StepIVHomework PreviewthetextonP42. SearchtheInternetforinformationaboutcloning 课题 Unit3Scienceversusnature 课时 9-2 Reading 主备人 4 / 30 Swan 授课时间 教学目标 Enablethestudentstolearndifferentopinionsoncloning. Helpthestudentstolearnhowtounderstandscientifictermsandanalyzethepassageaccordingtothereadingstrategy. 教学重、难点 Howtounderstandthewriter spointofview. Howtounderstandthescientificterms. 教、学具 Ataperecorder,aprojectorandacomputer. 预习要求 workbook 教师活动内容、方式 学生活动内容、方式 旁注 StepIRevision checkthehomework:AsksomestudentstosharetheirinformationaboutcloningfoundontheInternet. StepIILead-in T: ShowapictureofFrankensteinmonsteronthescreen. 5 / 30 StepIIIPre-reading Inthisprocedure,studentswilldofastreadingandanswerthequestionsinactivityA. After2minutes,askstudentstoreporttheiranswers. Suggestedanswer: StepIVSkimming Inthisprocedure,encouragethestudentstodeveloptheirpredictiveskillbyreadingthebeginningandtheendingtoguessasmuchastheycanaboutthepassageandunderstandthemeaningofthetextasawhole. StepVScanning Whilescanning,irminds. After3minutes, Thenshowthefollowing. Paragraph mainidea Para1 Anannouncementabouthumanembryocloningwhichhascausedmuchdebate 6 / 30 Para2 ExplaincloningasawonderfulscientificbreakthroughandgivetheexampleofDolly Para3 Dolly screator sopinionabouthumancloning Para4 Asaleswomansupportscloningverymuchforherpersonalpurpose. Para5 Somescientistsarepushingaheadwiththeresearchtoclonehuman. Para6 Theachievementsofchinaoncloning. 3minuteslater,checktheanswer. T:Nowlookatactivityc2,findthereasonswhypeoplearepro-oranti-cloninginthearticleandletters. Suggestedanswers: Pro-cloning Anti-cloning smonster. r. 7 / 30 sawonderfulscientificbreakthrough simmoralandshowsnorespectforhumanlife. sresources. T:NowI msureyouhavegotanideaofthetermsyoudon tunderstandatfirst,haven tyou?Nowlet sdoactivityD. StepVIIIHomework Afterclass,please 课题 Unit3Scienceversusnature 课时 9-3 Vocabulary 8 / 30 主备人 Swan 授课时间 教学目标 Helpthestudentslearnhowtoguessthemeaningsofwordsbylookingattheirprefixesandsuffixes. Enablethestudentstounderstandthemeaningsofsomeprefixesandsuffixesandlearntheorgansofhumanbody. 教学重、难点 Learnwordformationwithprefixesandsuffixes. Howtousetheseprefixesandsuffixes. 教、学具 Aslideandacomputer. 预习要求 教师活动内容、方式 学生活动内容、方式 旁注 StepIRevision checktheanswerstoactivityB1onPage107. Fromtheexercise,weknowthatawordoraphrasecanhaveseve9 / 30 raldifferentmeanings,andtherearemanywordsliketheminEnglishlanguage,namely,weshoulduseEnglishtoexplainEnglish. Askseveralstudentstoretellthereasons. StepIILead-in T:Wet? Write“scientificachievement”ontheBb. S1:“Scientific”istheadjectiveformof“science”. S2:“Achievement”isthenounformof“achieve”. StepIIIPrefixesandsuffixes T: Intheperiod,studentsshouldtrytheirbesttograspthemeaningsofprefixesandsuffixesshowedonthescreenaccordingtotheteacher sexplanation. Prefix Example meaning anti- anti-cloning against,opposeto dis- disappear 10 / 30 not,oppositeof in- incorrect not,without il- illegal im- immoral ir- irresponsible pre- preview early,before pro- pro-cloning infavorofsupporting re- recreate against un- unfair not,oppositeof 11 / 30 co- co-operation together,dotogether de- decrease reduce mis- misunderstand badwrongnot trans- transport acrossbeyondintoanotherplace tele- telephone overalongdistance fore- foretell beforeinadvanceof ex- ex-wife former sub- 12 / 30 subway under over- overwork toomuch under- underground below inter- international between Suffix Example meaning -able comfortable worthyof,abletodo -ful cheerful fullof,characterizedby -ist scientist 13 / 30 someonewhodoessomething -less hopeless without -ment agreement indicateastateorcondition -ness dryness indicateaqualitystateorcharacter -ee employee personaffectedby -er teacher personorthingthatdoes -ation transportation actionorconditionof -ish foolish Swedish 14 / 30 languageorpeopleofthenationalityof -ive active explosive connective havingthequalitiesorqualityof -ous dangerous poisonous glorious havingthequalitiesorcharacterof -ship ownership leadership professorship status,office,profession -ward homeward towards inthedirectionof StepVHomework T:Ifyouareinterested,youcanfindoutthenamesofotherma15 / 30 jorpartsoftheb:FinishactivitiesA1andB2inyourWorkbook. 课题 Unit3Scienceversusnature 课时 9-4 Grammar 主备人 Swan 授课时间 教学目标 Helpstudentslearnhowtorewritesentencesusingverb-eds. Learntheusagesofverb-edform. 教学重、难点 Learnthedifferencesbetweenverb-edandverb-ingusedasadjectives. 教、学具 Aprojectorandsomeslides. 预习要求 16 / 30 workbook 教师活动内容、方式 学生活动内容、方式 旁注 StepIGrammar Inthisprocedure,givesomeexplanationabouttheusagesoftheverb-edformandaskstudentstoanalyzesomesentencestoconsolidate. ,whichcanbereplacedbyanattributiveclause. ,Iwouldhaveaclonedbaby. IfIhadachance,Iwouldhaveababywhoiscloned. Thedoorremainedlocked. 过 去 分 词 可 以 在see,hear,notice,watch,keep,find,get,have,feel,want等动词后与名词（代词）构成复合宾语。 He sgoingtohavehishaircut. : shewrotealettertothenewspaper. 17 / 30 c.条件 ,wecoulddoitmuchbetter. Ifweweregivenmoretime,wecoulddoitmuchbetter. d.让步 ,theplayerswerenotdiscouraged. Thoughtheplayerswerebeatenbytheoppositeteam,theywerenotdiscouraged. e.伴随 ,disappointed.(过去分词可以单独充当状语 ) Showthefollowingonthescreen. assivevoice. 剥削阶级 theexploitedclasses 被剥削阶级 amovingfilm 一部感人的电影 movedaudience 受感动 的观众 StepIIIHomework Finishc1,c2,D1andD2inWorkbook. 课题 Unit3Scienceversusnature 课时 18 / 30 9-5 ListeningandSpeaking 主备人 Swan 授课时间 教学目标 Enablethestudentschangeorcorrectinformationbylistening. Helpthestudentstolearnhowtochangeorcorrectatextbylistening. 教学重、难点 Listentocorrectthetextandconfirminformation. 教、学具 Ataperecorder,aprojectorandacomputer. 预 习要求 workbook 教师活动内容、方式 学生活动内容、方式 19 / 30 旁注 StepIRevision Letthestudentsfinishthefollowingexercisestoreviewthegrammar. 用 verb-ed 或 verb-ing 形式重新组成句子： Suggestedanswers: ,coveredwithsnow. StepIILead-in Presentafunnystorytothestudentstoleadinthetopicofthisperiod. T:Nowlet slistenandtrytocorrectthenotes. StepIVListening(Workbook) Studentscanhavetheirlisteningabilityimprovedinthisprocedureandconsolidatethestrategieslearnedabove. LetstudentsreadtheinstructionofA. 20 / 30 T:Nowlet Thenplaythetapeagainandchecktheanswers. StepVIHomework SearchtheInternetformoreinformationaboutGmfood(suchasitsadvantagesanddisadvantages). 课题 Unit3Scienceversusnature 课时 9-6 Speaking(II) 主备人 Swan 授课时间 教学目标 EnablethestudentstoimprovetheirspeakingabilitybytalkingaboutGmfood. Helpthestudentslearnhowtoaskforpeople sopinionsandintroducetheirownopinions. 21 / 30 教学重、难点 Discussion,groupwork,andpairwork. 教、学具 Aprojectorandsomeslides. 预习要求 教师活动内容、方式 学生活动内容、方式 旁注 StepIGreetingandrevision T:Goodmorning,everyone! Ss:Goodmorning,missWang! T:youwereaskedtosurftheInternetformoreinformationaboutGmfood,whowouldliketosaysomething? S:Gmhasthepowertosavelivesthroughitsuseofmedicine. StepIILead-in Asweallliveinthehumansociety,ontheonehand,weneedtoaskforotherpeople sopinions,ontheotherhand, StepIIISpeaking Therearethreestepsinthisprocedure,includingfillinganinterviewform,pairwork, 22 / 30 Asample: ,Gmtechnologyisagreatbreakthroughinthefieldofscience,Gmfoodmaybeverypopularbecauseit sdelicious,eatadvantageofGmfood. T:yourpresentationiswonderful. StepIVHomework PreviewSkillsbuilding3. 课题 Unit3Scienceversusnature 课时 9-7 Writing 主备人 Swan 授课时间 教学目标 Helpthestudentslearnhowtowriteaformalletter. EnablethestudentstowriteaformalletterandformtheirownopinionaboutGmfood. 23 / 30 教学重、难点 Howtowriteaformalletterusingtheskills. 教、学具 Aprojectorandsomeslides. 预习要求 workbook 教师活动内容、方式 学生活动内容、方式 旁注 StepILead-in T:Doyouknowhowtowritealetter? S:Atthebeginning,weshouldwritedown Dearandthereceiver sfamilyname . T:Whataboutaformalletter?canyouwriteaformalletter?Todaywearegoingtolearnsomethingaboutit. StepIIWriting Inthisprocedure,thesecondoneistodosomeexercisestoconsolidate,andthethirdoneistowriteaformalletterbythemselvesabouttheGmfood. Let : HePingStreet 24 / 30 Beijing 21stmarch,XX jimGreen (2)8RichardStreet LondonUk Dearjim, IamverygladtohearthatyouarecomingtoBeijing. Beforeyouarrive,itusedtobethecapitalofthemingandQingdynasty;,fortherearebuseseverywhere;thereareundergroundtrainsaswell. Beijinghasgotlotsofparks,museumsandplacesofinterest. Iamlookingforwardtoseeingyousoon. yourssincerely, LiXia LiXia StepIIIHomework Reviewhowtowriteaformalletter. 课题 Unit3Scienceversusnature 课时 25 / 30 9-8 Integratingskills(I) 主备人 Swan 授课时间 教学目标 Helpthestudentslearnhowtoprepareforandhaveadebate. Enablethestudentstohaveadebatewiththeoutlineprovided. 教学重、难点 Getthestudentstolearnhowtoseekinformationneededfromapassageandhowtoorganizeandpresentadebate. Howtogetthestudentslearntohaveadebate. 教、学具 Aprojectorandamulti-medium. 预习要求 教师活动内容、方式 学生活动内容方式 旁注 StepIGreetingandrevision 26 / 30 T:Goodmorning,boysandgirls. Ss:Goodmorning,missWang. T:Whocantellmehowtowriteaformalletter? S:Towriteaformalletter,sixpointsshouldbeincluded,theyarethewriter saddress,thedate,thereceiver sname,jobtitleandaddress,formalgreeting,formalendingandthewriter snameandsignature. StepIILead-in T:We velearnedhowtowriteaformalletterinEnglish,? T:Pleasewatchthevideofirst. LetthestudentswatchashortdebateinEnglish. T:Whataretheydoing? S:Theyarehavingadebate. T:Howmanygroupsareincluded?Whoelseisalsothere? S:Therearetwogroups;oneisforthetopic, T: lllearntohaveadebateinEnglish. StepIIIReading Duringthisprocedure,studentsareaskedtoskimthepassagetoformtheiropinionstolaythefoundationofadebateandlearnsomeusefulexpressions. T:Lookatthesepictures,whatcanlearnfromthem? S:,wecanenjoyourselvesanddevelopourworldifweconcern27 / 30 moreaboutournature. T:Nowlet sreadapassageaboutmanandnatureandfindoutthemainpoints,andthenfillintheform manversusnature Whathumanshavedone Theeffectsonnature conclusion Suggestedanswers: manversusnature Whathumanshavedone Theeffectsonnature conclusion Developagriculture,fishing,huntingandtourism Earth sresourcesareoverdeveloped. Noteverythingthatisbestfornatureisgoodforpeople. constructnewwaterchannelsandcreatepollution Earthisfurtherdamaged. Peopleenjoyhealthyandproductivelives,withouttheenvironmentaroundthemsuffering. Humansareusingupnaturalresourcesatafastrate. Earthwillbedestroyedifhumanscontinuedoinginthisway. 28 / 30 Humancanonlyreallywinbyprotectingnature. Thousandsofacresofrainforestaredestroyed. Thechoicestheymakearebadfortheenvironment. manydevelopednationsarenowconcernedaboutsavingnature. StepIVHomework PreviewtheIntegratin