Unit3Scienceversusnature教学设计（表格式）

详细内容

e

主备人

Swan

授 课 时 间

教 学 目 标

Enable the students to know something about cloning, and give their own opinions about cloning.

Help the students learn how to describe the advantages and disadvantages of human cloning with the target language.

教学重、难点

Talk about cloning and human cloning.

How to describe the advantages and disadvantages of human cloning.

教、 学 具

A projector.

预 习 要 求

教师活动内容、方式

学生活动内容、方式

旁 注

Step I Lead-in

Walk into the classroom with a sad face.

T: Good morning, class.

Ss: Good morning, Miss Wang.

T：What’s clone?

S1:Cloning is one of the most popular technologies in the 20th century.

T：What other technologies do we have in recent years?

S: 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.

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, 2003, after developing a progressive lung disease.

Step III Discussion

Deal with the questions in activity F.

Several minutes later, ask some pairs to demonstrate their conversations.

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 Inter for information about cloning

课 题

Unit 3 Science versus nature

课时

9-2

Reading

主备人

Swan

授 课 时 间

教 学 目 标

Enable the students to learn different opinions on cloning.

Help the students to learn how to understand scientific terms and analyze the passage aording to the reading strategy.

教学重、难点

How to understand the writer’s point of view.

How to understand the scientific terms.

教、 学 具

A tape recorder, a projector and a puter.

预习要求

workbook

教师活动内容、方式

学生活动内容、方式

旁 注

Step I Revision

Check the homework: Ask some students to share their information about cloning found on the Inter.

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.

Step III Pre-reading

In this procedure, students will do fast reading and answer the questions in activity A.

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.

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.

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.

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.

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 ans that could be used to save human lives.

1. May produce a real-life Frankenstein’s monster.

2. Create new tissues and ans 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 using up Earth’s resources.

T: Now I’m sure you have got an idea of the terms you don’t understand at first, haven’t you? Now let’s do activity D.

Step VIII Homework

After class, please

1. review the text

2. retell the reasons for pro- and anti-cloning in your own words

3. finish activity B1 on Page 107

课 题

Unit 3 Science versus nature

课时

9-3

Vocabulary

主备人

Swan

授 课 时 间

教 学 目 标

Help the students learn how to guess the meanings of words by looking at their prefixes and suffixes.

Enable the students to understand the meanings of some prefixes and suffixes and learn the ans of human body.

教学重、难点

Learn word formation with prefixes and suffixes.

How to use these prefixes and suffixes.

教、 学 具

A slide and a puter.

预 习 要 求

教师活动内容、方式

学生活动内容、方式

旁 注

Step I Revision

Check the answers to activity B1 on Page 107.

From the exercise, we know that a word or a phrase can have several different meanings, and there are many words like them in English language, so we have to learn to use the English-English dictionary to study English. We should learn to paraphrase some words and sentences, namely, we should use English to explain English.

Ask several students to retell the reasons.

Step II Lead-in

T: We talked about cloning yesterday and you all expressed your opinions about it. We know cloning technology is one of the scientific achievements. Now pay attention to the two words. Who can tell me how the two words are formed?

Write “scientific achievement” on the Bb.

S1: “Scientific” is the adjective form of “science”.

S2: “Achievement” is the noun form of “achieve”.

Step III Prefixes and suffixes

T: Now. I’ll show you some prefixes and suffixes. Look at the screen please.

In the period, students should try their best to grasp the meanings of prefixes and suffixes showed on the screen aording to the teacher’s explanation.

Prefix

Example

Meaning

anti-

anti-cloning

against, oppose to

dis-

disappear

not, opposite of

in-

incorrect

not, without

il-

illegal

im-

immoral

ir-

irresponsible

pre-

preview

early, before

pro-

pro-cloning

in favor of supporting

re-

recreate

against

un-

unfair

not, opposite of

co-

co-operation

together, do together

de-

decrease

reduce

mis-

misunderstand

bad wrong not

trans-

transport

across beyond into another place

tele-

telephone

over a long distance

fore-

foretell

before in advance of

ex-

ex-wife

former

sub-

subway

under

over-

overwork

too much

under-

underground

below

inter-

international

between

Suffix

Example

Meaning

-able

fortable

worthy of, able to do

-ful

cheerful

full of, characterized by

-ist

scientist

someone who does something

-less

hopeless

without

-ment

agreement

indicate a state or condition

-ness

dryness

indicate a quality state or character

-ee

employee

person affected by

-er

teacher

person or thing that does

-ation

transportation

action or condition of

-ish

foolish

Swedish

language or people of the nationality of

-ive

active

explosive

connective

having the qualities or quality of

-ous

dangerous

poisonous

glorious

having the qualities or character of

-ship

ownership

leadership

professorship

status, office, profession

-ward

homeward

towards

in the direction of

Step V Homework

T: If you are interested, you can find out the names of other major parts of the body from your biology teacher and then check their names in your dictionary. Homework for today: Finish activities A1 and B2 in your Workbook.

课 题

Unit 3 Science versus nature

课时

9-4

Grammar

主备人

Swan

授 课 时 间

教 学 目 标

Help students learn how to rewrite sentences using verb-eds.

Learn the usages of verb-ed form.

教学重、难点

Learn the differences between verb-ed and verb-ing used as adjectives.

教、 学 具

A projector and some slides.

预习要求

workbook

教师活动内容、方式

学生活动内容、方式

旁 注

Step I Grammar

In this procedure, give some explanation about the usages of the verb-ed form and ask students to analyze some sentences to consolidate.

1. A verb-ed form is used as attribute in front of a noun or behind a noun, which can be replaced by an attributive clause.

e.g. If I had a chance, I would have a cloned baby.

If I had a chance, I would have a baby who is cloned.

2. A verb-ed form is used as predictive to express the state of the subject.

e.g. I was pleased at the news.

The door remained locked.

3. A verb-ed form is used as object plement.

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。

e.g. She found the door locked.

He’s going to have his hair cut.

4. A verb-ed phrase is used as adverbial modifier to express:

she wrote a letter to the newspaper.

c. 条件

e.g. Given more time, we could do it much better.

If we were given more time, we could do it much better.

d. 让步

e.g. Beaten by the opposite team, the players were not discouraged.

Though the players were beaten by the opposite team, they were not discouraged.

e. 伴随

e.g. She turned away, disappointed. (过去分词可以单独充当状语)

Show the following on the screen.

1. We use verb-ing to express the active voice while we use verb-ed to express passive voice.

e.g. the exploiting classes 剥削阶级

the exploited classes 被剥削阶级

a moving film 一部感人的电影

moved audience 受感动的观众

Step III Homework

Finish C1, C2, D1 and D2 in Workbook.

课 题

Unit 3 Science versus nature

课时

9-5

Listening and Speaking

主备人

Swan

授 课 时 间

教 学 目 标

Enable the students change or correct information by listening.

Help the students to learn how to change or correct a text by listening.

教学重、难点

Listen to correct the text and confirm information.

教、 学 具

A tape recorder, a projector and a puter.

预习要求

workbook

教师活动内容、方式

学生活动内容、方式

旁 注

Step I Revision

Let the students finish the following exercises to review the grammar.

用verb-ed或verb-ing形式重新组成句子：

1. A teacher is talking in the classroom. She is our teacher of chemistry.

2. Here is a book. It was bought by Susan.

3. We could see the children. They were playing on the playground.

Suggested answers:

1. The teacher talking in the classroom is our teacher of chemistry.

2. Here is a book bought by Susan.

3. We could see the children playing on the playground.

4. Mike entered his classroom, covered with snow.

Step II Lead-in

Present a funny story to the students to lead in the topic of this period.

T: Now let’s listen and try to correct the notes.

Play the tape the second time. Ask students to give their answers and check them with the whole class.

Step IV Listening (Workbook)

Students can have their listening ability improved in this procedure and consolidate the strategies learned above.

Let students read the instruction of A.

T: Now let’s help Liu Bin correct the notes about Tech-Help. First read the 9 statements quickly to find the listening points.

Play the tape. Students listen and circle the correct word in each pair.

Then play the tape again and check the answers.

Step VI Homework

Search the Inter for more information about GM food (such as its advantages and disadvantages).

课 题

Unit 3 Science versus nature

课时

9-6

Speaking(II)

主备人

Swan

授 课 时 间

教 学 目 标

Enable the students to improve their speaking ability by talking about GM food.

Help the students learn how to ask for people’s opinions and introduce their own opinions.

教学重、难点

Discussion, group work, and pair work.

教、 学 具

A projector and some slides.

预 习 要 求

教师活动内容、方式

学生活动内容、方式

旁 注

Step I Greeting and revision

T: Good morning, everyone!

Ss: Good morning, Miss Wang!

T: You were asked to surf the Inter for more information about GM food, who would like to say something?

S: GM has the power to save lives through its use of medicine.

Step II Lead-in

As we all live in the human society, we have to municate with each other to live a better life. Therefore, on the one hand, we need to ask for other people’s opinions, on the other hand, we have to introduce our own opinions. So learning how to ask for people’s opinions and how to introduce your own ideas are especially important. Today we’ll learn some useful expressions to about this. Now look at the screen.

Step III Speaking

There are three steps in this procedure, including filling an interview form, pair work, and group work. The first step is used to arouse the students’ interest in GM food. The second is used for students to practice asking for people’s opinions. And the third one is used to practice introducing new ideas into discussion.

A sample:

I prefer free-range food to GM food because it is natural. However, GM technology is a great breakthrough in the field of science, and it should be praised. In spite of some quality problems, scientists are trying every means to make it perfect. In the future, GM food may be very popular because it’s delicious, cheap and in good quality. Anyway, the buyers should have freedom of choice. GM food should be labeled. Perhaps people will aept GM food several years later when they can take great advantage of GM food.

T: Your presentation is wonderful.

Step IV Homework

Preview Skills building 3.

课 题

Unit 3 Science versus nature

课时

9-7

Writing

主备人

Swan

授 课 时 间

教 学 目 标

Help the students learn how to write a formal letter.

Enable the students to write a formal letter and form their own opinion about GM food.

教学重、难点

How to write a formal letter using the skills.

教、 学 具

A projector and some slides.

预习要求

workbook

教师活动内容、方式

学生活动内容、方式

旁 注

Step I Lead-in

T: Do you know how to write a letter?

S: At the beginning, we should write down ‘Dear and the receiver’s family name’.

T: What about a formal letter? Can you write a formal letter? Today we are going to learn something about it.

Step II Writing

In this procedure, students are given three tasks. The first one is to learn the structure of a formal letter, the second one is to do some exercises to consolidate, and the third one is to write a formal letter by themselves about the GM food.

Let’s do some exercises. Check the answers.A Sample letter:

He Ping Street

Beijing

21st March, 2003

Jim Green

(2) 8 Richard Street

London UK

Dear Jim,

I am very glad to hear that you are ing to Beijing.

Before you arrive, I want to tell you a little about Beijing. As you know, it used to be the capital of the Ming and Qing dynasty; it is a very big city with a long history. You will find it convenient to go around Beijing, for there are buses everywhere; there are underground trains as well.

Beijing has got lots of parks, museums and places of interest.

I am looking forward to seeing you soon.

Yours sincerely,

Li Xia

Li Xia

Step III Homework

Review how to write a formal letter.

课 题

Unit 3 Science versus nature

课时

9-8

Integrating skills(I)

主备人

Swan

授 课 时 间

教 学 目 标

Help the students learn how to prepare for and have a debate.

Enable the students to have a debate with the outline provided.

教学重、难点

Get the students to learn how to seek information needed from a passage and how to anize and present a debate.

How to get the students learn to have a debate.

教、 学 具

A projector and a multi-medium.

预 习 要 求

教师活动内容、方式

学生活动内容方式

旁注

Step I Greeting and revision

T: Good morning, boys and girls.

Ss: Good morning, Miss Wang.

T: Who can tell me how to write a formal letter?

S: To write a formal letter, six points should be included, they are the writer’s address, the date, the receiver’s name, job title and address, formal greeting, formal ending and the writer’s name and signature.

Step II Lead-in

T: We’ve learned how to write a formal letter in English, and it is really a good way to improve our English. However, there is another way to make your English improved efficiently. Do you want to know it?

T: Please watch the video first.

Let the students watch a short debate in English.

T: What are they doing?

S: They are having a debate.

T: How many groups are included? Who else is also there?

S: There are two groups; one is for the topic, while the other is against the topic. And there is also a host.

T: Very good. Today we’ll learn to have a debate in English.

Step III Reading

During this procedure, students are asked to skim the passage to form their opinions to lay the foundation of a debate and learn some useful expressions.

T: Look at these pictures, what can learn from them?

S: We will be published by nature if we continue doing like this. Only by protecting nature can we finally win. That is to say, we can enjoy ourselves and develop our world if we concern more about our nature.

T: Now let’s read a passage about man and nature and find out the main points, and then fill in the form

Man versus nature

What humans have done

The effects on nature

Conclusion

Suggested answers:

Man versus nature

What humans have done

The effects on nature

Conclusion

Develop agriculture, fishing, hunting and tourism

Earth’s resources are overdeveloped.

Not everything that is best for nature is good for people.

Construct new water channels and create pollution

Earth is further damaged.

People enjoy healthy and productive lives, without the environment around them suffering.

Humans are using up natural resources at a fast rate.

Earth will be destroyed if humans continue doing in this way.

Human can only really win by protecting nature.

Thousands of acres of rainforest are destroyed.

The choices they make are bad for the environment.

Many developed nations are now concerned about saving nature.

Step IV Homework

Preview the Integrating skills(II).

课 题

Unit 3 Science versus nature

课时

9-9

Integrating skills(II)

主备人

Swan

授 课 时 间

教 学 目 标

Help the students learn how to skim the passage for answers and how to write a persuasive argument.

Enable the students to read about nanotechology, stem sell research and a passage about an transplant to write a persuasive argument.

教学重、难点

How to write a persuasive argument.

Understand the nanotechnology and stem cell research and write a persuasive argument.

教、 学 具

A projector and a tape recorder.

预习要求

workbook

教师活动内容、方式

学生活动内容、方式

旁 注

Step I Greeting and revision

T: Good morning, boys and girls.

Ss: Good morning, Miss Wang.

T: In this unit, we have talked about two new technologies, cloning and GM food. Today we are going to talk about another two new technologies, nanotechnology and stem cell research. When each new technology is mentioned, two sides must be included, namely advantages and disadvantages. So I’m sure the advantages and disadvantages will be mentioned in the two passages about nanotechnology and stem cell research.

Step II Reading

T: Now let’s read the first passage and answer the following questions, while I will play the tape for you to listen, eight minutes are given.

After eight minutes, check the answers.

One nanotube could be put together with other nanotubes to make a material 100 times stronger and four times lighter than steel. We could use this material to build better cars and airplanes.

T: You did a very good job. Now let’s listen and read about the second passage about stem cell research and answer the following questions as well. Eight minutes are given.

Suggested answers to Reading B:

Stem cells are different from other kinds of cells because they have the ability to change into many different kinds of cell types such as muscle cells, bone cells or brain cells.

T: Now we’ll learn how to write a persuasive argument

Step III Writing

After 3 to 5 minutes, ask several students to express their ideas.