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2019-2020年高中英語 Unit 3教案 牛津版必修5 Ⅰ.單元教學(xué)目標(biāo) 技能目標(biāo)Skill goals ▲Read a newspaper article about cloning and an article about people and the natural world ▲Listen to a discussion about growth hormones ▲Discuss your ideas about cloning and conduct an interview about GM food ▲Write a formal letter about GM food ▲Take part in a debate Ⅱ.目標(biāo)語言 功 能 句 型 Conducting a discussion What do you think? What are your thoughts on this topic? Do you feel the same about …? Is that your opinion too? Another way of looking at it is … But what about …? On the other hand, … Have you thought about …? Writing a formal letter With reference to … Thank you for your … In reply to … Further to your … I am writing in response to/to inform you I would be grateful if you could … I hope you would … I look forward to hearing from you soon. If you require any further information … 詞 匯 1. 四會(huì)詞匯 versus, announcement, clone, mankind, interfere, real-life, praise, breakthrough, intention, anxiety, adopt, deliver, medical, succeed, benefit, totally, immoral, consequence, ment, correct, strict, field, figure, behave, cautious, judgment, involve, cost, manager, conduct, majority, advocate, conclude, urge, seek, perform, resistant, limit, endlessly, overdevelop, construct, favor, argue, spell, rate, developed, developing, acceptable, productive, tourism, seriously, race, sale, surely, advance, profession, perform, agriculture, planet, disaster, decade 2. 認(rèn)讀詞匯 embryo, tissue, organ, cell, Scottish, desperate, genetically, stem, goat, superhuman, seminar, concept, negative, beast, alternative, definitely, relation, laboratory, queen, survey, practice, GM, nutrition, revolution, victim, biscuit, gene, pest, acre, rainforest, dam 3. 短語 on the one hand, point out, interfere with, in general, push ahead with, end up, for sale, use up, put … in prison, next door, figure out, the other day, on one’s part, in favor of, point of view, turn out 語 法 Verb-ed form Verb-ed phrases Verb-ing and verb-ed used as adjectives 重 點(diǎn) 句 子 1. Science is developing so fast that it is beyond our imagination. 2. What effects do you think human cloning might have? 3. In general the scientists were praised for their wonderful scientific breakthrough while cloning human embryos is illegal in many countries some scientist are already pushing ahead with research so as to deliver a cloned human body. 4. We could produce a monster or even a superhuman race that could one-day end up replacing us. 5. I think the scientific advances mentioned in your article are interesting. 6. She lay trapped under the building for 3days 7. She left the restaurant, disappointed. 8. Not everything that is best for nature is good for people. 9. Many developed nations are now concerned about saving nature rather than developing or destroying it. 10. The developing and developed countries of the world need to work together to…loves, without the environment around then suffering. 11. Most of the time it turns out that humans are not really profiting when they damage the environment. Ⅲ. 教材分析與教材重組 1. 教材分析 本單元圍繞“科學(xué)和自然”這個(gè)論題展開，從“克隆技術(shù)”、“轉(zhuǎn)基因食品”等方面將二者進(jìn)行對(duì)照，并對(duì)人們的不同看法進(jìn)行了描述，在此基礎(chǔ)上讓學(xué)生學(xué)會(huì)如何通過一些信息片斷寫一封正式的書信，以及如何進(jìn)行采訪、辯論等。旨在通過教學(xué)使學(xué)生能夠清楚地表達(dá)自己的看法，并使自己的觀點(diǎn)更加有說服力。同時(shí)，也對(duì)學(xué)生進(jìn)行必要的情感教育，使其對(duì)前沿的高尖端技術(shù)有一個(gè)正確的認(rèn)識(shí)，明白任何事物都有其自身的發(fā)展規(guī)律，遵循事物自身的發(fā)展規(guī)律是我們做任何事情的前提。 1-1 Wele to the unit利用六幅克隆的小動(dòng)物圖片激發(fā)學(xué)生對(duì)本單元話題的興趣，接著用三個(gè)問題引發(fā)學(xué)生的討論，使學(xué)生在看圖片的同時(shí)思考克隆這一高新技術(shù)，并能表達(dá)自己對(duì)克隆的看法，為后面內(nèi)容的學(xué)習(xí)奠定基礎(chǔ)。 1-2 Reading 一文講述了人們對(duì)克隆技術(shù)的一些不同觀點(diǎn)。該部分共設(shè)計(jì)了六個(gè)活動(dòng)：A部分要求學(xué)生快速閱讀文章，并快速地找出三個(gè)問題的答案，培養(yǎng)學(xué)生的快速閱讀能力；C1部分要求學(xué)生仔細(xì)閱讀課文及兩封來信，并判斷所給6個(gè)句子是否正確；C2部分要求學(xué)生從課文及來信中找出人們贊成或反對(duì)克隆的原因，考察學(xué)生對(duì)課文細(xì)節(jié)的理解把握能力；D部分要求學(xué)生在課文中找到所列的8個(gè)詞條，猜測其含義然后將這些詞條與其英文釋意相搭配，考查學(xué)生根據(jù)上下猜詞的能力；E部分要求學(xué)生利用所給詞匯完成王林寫給報(bào)社編輯關(guān)于克隆的書信，鞏固課文中所學(xué)的詞匯；F部分要求學(xué)生討論人類是否應(yīng)該被克隆的問題，應(yīng)用所學(xué)的語言表達(dá)自己的觀點(diǎn)。 1-3 Word power包括 Prefixes and suffixes和 Organs of the body 兩部分。Prefixes and suffix介紹了部分前綴和后綴的含義，并通過一位環(huán)境科學(xué)家的一段話使學(xué)生在語境中進(jìn)一步掌握詞綴的用法；Organs of the body要求學(xué)生掌握有關(guān)人體器官的一些詞匯，用一篇短文將學(xué)校的各個(gè)部分與人體各個(gè)部分器官進(jìn)行類比，學(xué)生可以進(jìn)一步理解人體各部分的作用。 1-4 Grammar and usage分為 Verb-ed form 和Verb-ed phrases及Verb-ing and verb-ed used as adjectives三個(gè)部分。學(xué)習(xí)動(dòng)詞的-ed形式在句中所作的成分和意義，以及用作形容詞時(shí)與verb-ing形式的區(qū)別。本部分設(shè)計(jì)了四個(gè)練習(xí)：第一個(gè)練習(xí)要求學(xué)生閱讀一篇介紹一位科學(xué)工作者如何工作的文章并用verb-ed填空；第二個(gè)練習(xí)要求學(xué)生閱讀兩小段短文并用verb-ed 改寫句子；第三個(gè)練習(xí)同樣是用verb-ed改寫句子；第四個(gè)練習(xí)是用verb-ing 或verb-ed完成一段對(duì)話，鞏固二者的區(qū)別。 1-5 Task (Writing a formed letter) 包括三個(gè)技能訓(xùn)練和三個(gè)相應(yīng)的步驟，要求學(xué)生了解并掌握正式信件的格式，并學(xué)會(huì)如何正確地表達(dá)自己的思想。 1-6 Project (Having a debate ) 要求學(xué)生在閱讀一篇人與自然的文章基礎(chǔ)上形成自己的觀點(diǎn)及辯論的提綱，以小組活動(dòng)的形式組織一次以“人與自然”為主題的辯論會(huì)。 1-7 Self-assessment學(xué)生將對(duì)照單元學(xué)習(xí)項(xiàng)目，按照五個(gè)等級(jí)，進(jìn)行自我評(píng)價(jià)，為下一步學(xué)習(xí)制定計(jì)劃。 2. 教材重組 2-1 利用Wele to the unit作為導(dǎo)入，將Reading中的F與其整合在一起，上一節(jié)口語課。 2-2 將Reading及其前后的練習(xí)部分整合為一節(jié)閱讀課。 2-3 將Word power及A、B部分整合為一節(jié)詞匯課。 2-4 將Grammar and usage及Workbook中的語法練習(xí)整合為一節(jié)語法課。 2-5 將Task中的Skills building 1、Step 1及Workbook中的Listening整合為一節(jié)聽說課。 2-6 將Task中Skills building 2及Step 2整合為另一節(jié)口語課。 2-7 將Task中Skills building 3和Step 3整合為一節(jié)寫作課。 2-8 將Project (Having a debate)設(shè)計(jì)為一節(jié)綜合技能課。 2-9 將Workbook中的Reading及Writing設(shè)計(jì)為另一節(jié)綜合技能課。 3. 課型設(shè)計(jì)與課時(shí)分配 1st Period Speaking (I) 2nd Period Reading 3rd Period Vocabulary 4th Period Grammar 5th Period Listening and Speaking 6th Period Speaking (II) 7th Period Writing 8th Period Integrating skills (I) 9th Period Integrating skills (II) Ⅳ. 分課時(shí)教案 The First Period Speaking(I) Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點(diǎn)詞匯和短語 clone，mammal，illegal，have an effect on，beyond one’s imagination b. 重點(diǎn)句子 Science is developing so fast that it is beyond our imagination. Do you think it would be a good idea to clone humans? What effects do you think human cloning might have? 2. Ability goals能力目標(biāo) Enable the students to know something about cloning, and give their own opinions about cloning. 3. Learning ability goals學(xué)能目標(biāo) Help the students learn how to describe the advantages and disadvantages of human cloning with the target language. Teaching important points教學(xué)重點(diǎn) Talk about cloning and human cloning. Teaching difficult points 教學(xué)難點(diǎn) How to describe the advantages and disadvantages of human cloning. Teaching methods教學(xué)方法 Discussion and speaking. Teaching aids 教具準(zhǔn)備 A projector. Teaching procedures and ways教學(xué)過程與方式 Step I Lead-in Walk into the classroom with a sad face. T: Good morning, class. Ss: Good morning, Miss Wang. T: How are you today? S: Fine. But you look so upset, what happened? T: My pet cat died of some unknown disease this morning, which makes me so sad. You know I love her so much that I nearly can’t live without her. However, nothing can take her place in my mind, what can I do? S: Why don’t you have one that is exactly the same as yours by cloning? I think it’s the only way to solve your problem. T：What’s clone? S1: A clone is a copy. S2: Cloning is one of the most popular technologies in the 20th century. T：What other technologies do we have in recent years? S1: Maybe the most influential technology is puter science, which has contributed a lot to our society in many fields. Now, for most of us, we can’t live without puters. S2: Every coin has two sides, while we benefit a lot from puter technology, it does do harm to us in some degree. For example, many people get puter disease, and some students give up schooling because of being addicted to puter games. S3: Air-conditioner is widely used today. We can spend both winter and summer without worrying about being too cold or too hot because we can control the temperature ourselves. But as a result, our environment is polluted at the same time; our planet is being warmer and warmer, which partly results from our using of air-conditioners. T: You are right. Just now you mentioned cloning. Now let’s see some pictures. Show the pictures on the textbook on the screen. Step II Wele to the unit T: Here are six pictures. They are all clones. Maybe all of you are familiar with Dolly, aren’t you? Ss: Yeah. T: Where and when was Dolly born? Is she still alive? Who can give us some information about Dolly? S: Dolly the sheep was born on February 24, 1997 in Edinburgh Scotland. She was cloned from a cell of another sheep. Dolly died in February, xx, after developing a progressive lung disease. T: Do you know other cloned animals? S: A cloned frog first appeared in the world in 1952. In 1962, a tadpole was successfully cloned. What’s more, it was announced that human embryo was successfully cloned in a pany in America on November 25th, xx. T: Now suppose you’ve grasped cloning technology, what would you like to clone? Why? S1: I’d like to clone dinosaurs, which disappeared several billion years ago. Because I want to reappear the prosperity in dinosaurs’ times and let our future generation have the opportunity to see the giant animals. S2: I don’t like to clone animals in ancient times because I think it means nothing. I want to clone water. As we all know, water is very important to our planet and even the whole universe. However, with the development of our society, the amount of water cannot satisfy our needs. Besides, in some areas in the world, people even haven’t enough water to drink. S3: I agree with S2 that water is of great importance to us. But in my opinion, food is more important. If we can successfully clone food, we can save people in South Africa who are suffering from hunger; it will be of great benefit to the world. S4: It’s a fact that our living environment is being worse and worse, so it’s our responsibility to protect the environment around us. Therefore, I would like to clone the tropic rainforest in Amazon. I will place it in Sahara to purify the environment and I’m sure that would be wonderful. S5: The human organ would be my choice. Every year, a large number of people in the world die from lack of human organs to replace their sick ones. And my grandfather is an example. S6: I would prefer to clone a luxurious villa, a most perfect car and a lot of money to enjoy myself! To live a luxurious life as a millionaire has been my dream for a long time. T: All of you have good wishes! Science is developing so fast that it is even beyond our imagination. Cloning is one of the more advanced technologies! Everything on earth is unique, but cloning makes it possible to have a double. Do you know why we’re different from each other? Ss: ... T: It’s because of genes. Genes are the instructions for life. They make each individual plant or animal different and unique. Do you think it would be a good idea to clone humans someday? S: I don’t think it would be a good idea to clone humans because the earth we are living on is already overpopulated, and cloning humans would make the situation worse. S: I don’t quite agree. I think it would be fun to clone humans. If you have a cloned sister or brother, you won’t feel lonely anymore. What’s more, for those couples who can’t have a baby, cloning would help them have their own babies. Step III Discussion Deal with the questions in activity F. T: Now work in pairs and discuss the questions in activity F. Several minutes later, ask some pairs to demonstrate their conversations. A sample conversation: A: If we use cloning technology, there won’t be any idiot in the world and, as a result the human society will be improved. B: I don’t agree. If persons like Hitler (希特勒) were cloned they would bring troubles to our society. A: Using cloned organs, we can save the lives that are dying of incurable diseases, such as cancer and AIDS. B: But there will be population problem. You know our earth is overpopulated now. If we clone humans, there will be more and more people and the earth will run out of resources. I think human being is against nature law. If we stick to the opinion that human cloning is right, we’ll be punished by nature in the future. A: Police would have difficulty in arresting the criminals because of clones. So I think governments should pass laws to make human cloning illegal. B: I agree. Our moral principles will be destroyed. What if someone has two fathers? Or two wives? A: Even if the parents who have lost their children would feel happy when they see their loved ones, the clone’s behavior and thoughts can’t be like their daughters, sons. Maybe they will regret. B: I just want to see one “I” in the world, I can’t imagine what I would feel if there are two “I”! How horrible! T: Almost all of you are for the view that human being shouldn’t be cloned. I can’t agree more. We have our principles while nature has its own ones. We can’t attempt to change something in the nature, or we’ll be punished! So we should try our best to build a society in harmony with nature instead of against nature. Step IV Homework Preview the text on P42. Search the Internet for more information about cloning. The Second Period Reading Teaching goals教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點(diǎn)詞匯和短語 announcement, embryo, tissue, organ, interfere, real-life, cell, normal, praise, breakthrough, intention, anxiety, adopt, desperate, genetically, deliver, medical, succeed, benefit, totally, immoral, consequence, ment, advance, negative, correct, strict, on the one hand, print out, in general, push ahead with, end up, for sale, use up, put in place, e across b. 重點(diǎn)句子 A recent announcement by scientists that they have successfully cloned the first human emerge has caused much debate and has shocked many people around the world. In general the scientists were praised for their wonderful scientific breakthrough while cloning human embryos is illegal in many countries some scientist are already pushing ahead with research so as to deliver a cloned human body. We could produce a monster or even a superhuman race that could one day end up replacing us. 2. Ability goals能力目標(biāo) Enable the students to learn different opinions on cloning. 3. Learning ability goals學(xué)能目標(biāo) Help the students to learn how to understand scientific terms and analyze the passage according to the reading strategy. Teaching important points教學(xué)重點(diǎn) How to understand the writer’s point of view. Teaching difficult points教學(xué)難點(diǎn) How to understand the scientific terms. Teaching methods教學(xué)方法 Listening, skimming, scanning and discussion. Teaching aids教具準(zhǔn)備 A tape recorder, a projector and a puter. Teaching procedures and ways教學(xué)過程與方式 Step I Revision Check the homework: Ask some students to share their information about cloning found on the Internet. Step II Lead-in T: Good. I think you really did a lot of work after class. Thank you very much. Today I would like to introduce a famous guy to you first. Look at the screen please. Show a picture of Frankenstein monster on the screen. T: Have you ever seen this monster? S: Yes, it’s called Frankenstein monster. T: How much do you know about it? S: Frankenstein is the character of a science fiction written by Shelley’s wife, Mary Shelley, who was named the ancestor of science fiction. S: In this fiction, professor Frankenstein created a monster, but the monster at last killed the professor and his family because of its anger as he gave life to it while the society couldn’t accept it. It’s really a scientific tragedy. T: Excellent. And now if we call somebody Frankenstein monster, we mean that he is hurt by something he has created. Frankenstein created a life and then was punished to death. Do you think there is something similar between Frankenstein and the scientists today who are concentrating on human cloning? Will they be punished some day? ... Now we’re going to read a passage, “The perfect copy”. Step III Pre-reading In this procedure, students will do fast reading and answer the questions in activity A. T: Now you please read the article and letters fast and answer the questions in activity A. I’ll give you only 2 minutes. After 2 minutes, ask students to report their answers. Suggested answer: 1. The article gives both the anti- and pro-cloning point of view. 2. Its name was Dolly. 3. Obviously she is anti-cloning. T: Sometimes it can be very difficult to judge the writer’s point of view. So how can you tell that the writer gives both an anti- and pro-cloning point of view? Is there any clues? S: For example, in the first paragraph, the use of “on the one hand” and “on the other hand”, they introduce two opposite opinions. More clues: Para 2: ... However, in general the scientists were praised for ... Para 3: ... However, some people consider that ... Para 4: Even though ..., it is good news ... Step IV Skimming In this procedure, encourage the students to develop their predictive skill by reading the beginning and the ending to guess as much as they can about the passage and understand the meaning of the text as a whole. T: Articles about science is a little difficult to understand, don’t you think so? Ss: Yes. T: It’s just because there are some scientific terms in it. You can understand the article very well only if you understand those terms. To understand an article about science, you should get a general idea first according to the first and last paragraph. Now please read these two paragraphs and answer my questions on the screen. Show the following questions on the screen. 1. What’s the first paragraph about? 2. What’s the last paragraph about? 3. What is the passage about? T: Look at the first question. What’s the first paragraph about? S1: In the first paragraph, we know that scientists’ success in cloning caused much debate. S2: Two different opinions are mentioned briefly in this paragraph. T: Good. Then what about the last paragraph? S3: China’s achievements on cloning are mentioned. T: Can you guess what the whole passage is about now? S4: I think it will tell different opinions about cloning. S5: The passage will tell us the achievements on cloning in different countries all over the world. T: You all did very well. Let’s scan the passage to check your predictions, OK? Step V Scanning While scanning, the teacher should play the tape for the students. The students check their predictions and build an outline of the text in their minds. T: Now read the text carefully. I’ll play the tape for you, your task is to find out the main idea of each paragraph and see whether your predictions are correct or not. Three minutes for you. After 3 minutes, check the answers. Ask several students to tell the main idea of each paragraph. Then show the following. Paragraph Main idea Para 1 An announcement about human embryo cloning which has caused much debate Para 2 Explain cloning as a wonderful scientific breakthrough and give the example of Dolly Para 3 Dolly’s creator’s opinion about human cloning Para 4 A saleswoman supports cloning very much for her personal purpose. Para 5 Some scientists are pushing ahead with the research to clone human. Para 6 The achievements of China on cloning. T: Pauline Carter and Colin Jake wrote letters to the newspaper editor to express their opinions on cloning. We know Pauline is anti-cloning. How about Colin? Read the letter by Colin quickly and judge his point of view. S: He is pro-cloning. He thinks cloning is fantastic and he is in plete agreement with human cloning. T: Good job! Now let’s scan the article and the two letters and finish activity C1. I’ll give you three minutes. 3 minutes later, check the answer. T: Now look at activity C2, find the reasons why people are pro- or anti-cloning in the article and letters. Suggested answers: Pro-cloning Anti-cloning 1. Produce valuable tissues and organs that could be used to save human lives. 1. May produce a real-life Frankenstein’s monster. 2. Create new tissues and organs that could be used to cure diseases like cancer. 2. Could create more diseases in the animal world. 3. It’s a wonderful scientific breakthrough 3. It’s immoral and shows no respect for human life. 4. Those who cannot have baby can have a cloned baby. 4. Could one day end up replacing human beings. 5. The human race is