江苏省常州市西夏墅中学高中英语 Unit3 Science and nature Welcome to the unit教案 牛津译林版必修5.doc

unit3 science and nature welcome to the unit教材：牛津高中英语(模块五)高二上学期文档内容：教学设计教案单元：unit 3 science and nature板块：welcome to the unitthoughts on the design:从课型来说，本课时作为整个单元的导入部分，主要是以口语表达为主，从内容来说，本课时作为整个单元的第一课时，要解决两个问题。首先是向学生介绍整个单元的主题和将要学习和讨论的内容，其次是要为进入阅读部分作一些内容的准备和铺垫。基于这样的考虑，本课时主要包括两个部分，即单元主题呈现（科学对抗自然）和阅读前准备（克隆）。以一段有关增高术的听力作为切入点，带出主题，然后以图片为媒介引导学生进行一系列的讨论，在充分理解了本单元的主题之后，进入另一层面，专门针对克隆进行生动的讨论和辩论，让学生充分展示出他们对这一专题有所了解，并让他们认识到他们对这一专题还需要进一步的阅读才能更好得表达出他们的看法。这就为后面的阅读作了充分的铺垫。teaching aims:after learning welcome to the unit, the students will be able to1. think more about the relationship between science and nature.2. describe some items and atmosphere with scientific terms.3. express their opinions on cloned animals and humans as well.4. develop an interest in doing more reading and research on the topic.teaching procedures: step 1 lead in (ppt 4-7)play a dialogue about height-increasing operations and ask students to fill in the blanks. after checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。explanation用一段有关增高术的听力引入主题，主要是考虑到这一切入点与实际生活较为贴近，比较容易让学生有话说，作为人类利用科学对自然的东西做出改变的一个典型例子可以顺其自然得引入本课主题。听力材料取自本单元task第52页的内容，把纠错的部分改编成填空的形式，即让学生对增高术有个更为直观和深刻的了解，又避免了该内容在task部分的鸡肋的位置。step 2 science versus nature (ppt 8)1. explain the word “versus” ( two sides are against each other)2. brainstorming. ask students to think of other cases in which science goes against nature? the teacher can introduce some new vocabulary like gm food and plastic surgery which might be useful in later teaching. show some pictures to help them better understand these things.suggested answers: gm food, cloning, dams, artificial rainfall, organ transplant, air-conditioner, cloud seeding, plastic surgery, euthanasia, etc.3. allow students some time to have a light discussion on advantages and disadvantages of any of the above cases. 4. in terms of science versus nature, what do you think the relationship between science and nature should be like?(both advance in harmony)explanation本节将主题定位在“科学对抗自然”，让学生了解了这一关系后，用头脑风暴的形式让学生从增高术联想起更多的现实生活中能体现这一关系的案例，如转基因食品，人工雨等。教师尽量将本单元所涉及到的这类名词在本节介绍给学生，这样就使学生在某种程度上完成了一个基本概念的储备，一旦在后面的教学内容中涉及到，学生就能很快反应出“这是什么”。让学生在此基础上针对其中任何一项进行浅显的讨论。并引导他们考虑自然与科学应该是怎样的一种关系。step 3 cloning (ppt 9-11)1. display pictures of dolly and normal sheep on the screen. tell them dolly is a cloned sheep. but it looks no different from normal sheep. show more pictures of cloned animals ( cloned calves, pigs, monkey and mule). their names can be introduced here, which might arouse students more interest.2. introduce the concept of “copy”. ask the students to think about this question: are cloned animals exactly the same as the “mother animals”？（they may have the same appearance but their physical qualities can be very different. many cloned animals died at a much younger age than average.）3. interview one student about his feeling towards cloned animals by asking the following three questions: 1) if you happen to have a cloned cat, how would you feel? (excited) 2) what if another cat with the same appearance comes to you? (surprised and more excited) 3) what if more cats with the same appearance come to you? (shocked and scared)4. interview another student about his feeling towards a “cloned him”. then ask the other students if they would like to see a “cloned him” and why.5. girls versus boys. ask students to have a 2-minute debate on whether it would be a good idea to clone humans some day. explanation本节将讨论的重点转向克隆。通过图片展示的方式让学生对克隆动物有个感性的认识，并引进“拷贝”的概念，与第二课时的阅读标题形成呼应。其中设计的对两个学生采访的环节，对答案的要求都比较简单，主要是出于活跃气氛的考虑，因为学生对于科普类的材料了解有限能表达的更有限，对某一专题一味采用讨论的方式会使课堂陷入沉闷。同时，也顺便将讨论的重心由克隆动物转移到了克隆人上面来，进一步为第二课时的阅读进行了铺垫。出于对学生表达能力和素材缺乏的考虑，将自由辩论定时为两分钟，就避免了拖沓却无效的状况。step 4 summary (ppt 12)give a brief summary of their debate. point out any possible problems in their debate like the lack of ideas and