Unit 3 Science versus Nature 教学设计 1.doc

Unit 3 Science versus Nature 教学案 1设计意图：在第一课时的学习中(welcome to the unit)，学生对克隆技术和基因工程有了初步的了解。在此基础上通过本课的学习使学生进一步了解克隆技术的发展和运用。通过设计一些练习，使学生在了解人们对于克隆问题不同态度的同时，形成自己对这个问题的看法，并初步形成科学与自然和谐发展的观念，为深入学习本单元奠定科学的思想基础。本单元以reading的形式呈现，旨在提高学生的听、说、读、方面的能力，掌握一定的阅读技巧。Teaching goals:1. make students learn more about cloning technology and its uses2. get students to learn different opinions on cloning and form their own views about it3. improve students abilities of getting the meanings of key words and expressions according to contexts4. practice reading skills in this unit Teaching difficult and important points:1. how to figure out the points of views hold by different persons mentioned in the text2. how to form own views about some topics clearly and support them with argumentsTeaching methodsListening， skimming， scanning and debate Teaching aids a tape recorder a projector and a computerTeaching procedures:Step 1: revisionReview the new words taught in last class and check their homework Step 2: lead in T: Hello！ boys and girls. In last class we learned what is cloning. A clone is an exact copy of a plant or an animal. I have some pictures about cloning here. Lets look at them one by one.(show the pictures to the students)Picture 1: a mouse with a cloned human eye on its backPicture 2: Noah， the first cloned endangered gaur. Gaur is a kind of endangered Asian ox. Noah is the first cloned gaur， which was born on January 8th.2001. Unfortunately， Noah died two days later. The experiment proved that it was possible to save endangered species through cloning.Picture 3: a post of the latest film named X-men: The last stand The latest scientific film X-men: The last stand is about some genetically changed humans. Some of them intend to control the whole natural humans world with their special power while others try their best to prevent them. It is hard to imagine what the world would become， if the crazy genetically changed humans were not controlled.Step 3: pre-readingQuestion 1: Who is the creator of Dolly？ 2: Is cloning human embryos legal all over the world？ 3: Which countrys doctor want to be the first to clone the human embryosStep 4: first readingBefore the first reading， show the students the reading strategies on the screen and explain some reading skills in this unit. The following teaching procedures are designed to practice these skills. First， ask the students to skim the passage and two letters， then do exercise A and C1 on the text book.Step 5: Second readingT: when we are reading a passage. It is very usual to meet some new words and expressions. Some are very important for us to understand the text. Some are not so important. We should pay more attention to the key words and expressions and try our bests to guess their meanings according to their contexts. Now get through the passage again and find the right words or phrases in the passage to fill in the blanks， then guess their meanings. (Screen: the cloze test)Second ReadingGet through the passage, pay more attention to the key word and guess the meaning according their contexts.1. Many people including some scientists _ and _ that if mankind _ nature in this way they may _ _ _ to producing a _ Frankensteins monster.2. Cloning is producing an _ of a plant or an animal using its cells.3. However, some people consider that doning human embryos _ _ _ _ destroying them _ _ _for human life.4. Faye Walson, a 41-year-old saleswoman who cannot have a baby, says “I am _ _ have a child _ _ _.”5. I want a child that is genetically _ _ me.6. Some scientists are already _ _ _ research, so as to _ clones human babies.7. China has _ _ _ clones of cows and goats and continues to research ways in which cloing can _ _.Step 6: third readingAsk students to read the article and two letters again and find the reasons why people are anti- or pro- cloning in the article then write down the reasons in the following table.Step 7: fourth reading (deep understanding)Who are the three persons in the article related to cloning？ Go back to the text and find out the information about them to finish the table. Step 8: debateT: After reading the text， we know that there are different attitudes towards cloning among people. I think you have your own point of view about it. Now heres a topic for us to have a debate.Topic: Do you think it is a good thing that some scientists are pushing ahead with cloning human embryos？(Students are divided into two groups according to their different attitudes towards the topic， give both groups five minutes to discuss and write down the reasons for their arguments. At last several members of each group are asked to debate with the opposite ones， using the reasons they worked out before. After the debate， give some comments on their performance of both groups.Step 9: post reading (think these problems deeply)1) If you have a chance to copy yourself， will you take it to make another yourself？2) Do you think it will be easy for the cloned baby to accept its social identity？3) How will the person who provided the original cells feel about the cloned one？Step 10: homework1. Finish exercise D and E in the text book.2. Write an essay about cloning human beings according to the questions in step 8.Step 11: conclusionT: If cloning stands for the science， then non-cloning stands for nature. They seem to be the opposite