牛津译林版高中英语必修5Unit 3Science versus natureWelcome to the unit教案3.docx

牛津译林版高中英语必修5Unit 3Science versus natureWelcome to the unit教案3.docx

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牛津译林版高中英语必修5Unit3ScienceversusnatureWelcometotheunit教案3

课题

Unit3Scienceversusnature

课时

9-1

Welcome

主备人

授课时间

教学目标

Enablethestudentstoknowsomethingaboutcloning,andgivetheirownopinionsaboutcloning.

Helpthestudentslearnhowtodescribetheadvantagesanddisadvantagesofhumancloningwiththetargetlanguage.

教学重、难点

Talkaboutcloningandhumancloning.

Howtodescribetheadvantagesanddisadvantagesofhumancloning.

教、学具

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,whichhascontributedalottooursocietyinmanyfields.Now,formostofus,wecan’tlivewithoutcomputers.

T:

Youareright.Justnowyoumentionedcloning.Nowlet’sseesomepictures.

Showthepicturesonthetextbookonthescreen.

StepIIWelcometotheunit

T:

Herearesixpictures.Theyareallclones.MaybeallofyouarefamiliarwithDolly,aren’tyou?

Ss:

Yeah.

T:

WhereandwhenwasDollyborn?

Isshestillalive?

WhocangiveussomeinformationaboutDolly?

S:

DollythesheepwasbornonFebruary24,1997inEdinburghScotland.Shewasclonedfromacellofanothersheep.DollydiedinFebruary,2003,afterdevelopingaprogressivelungdisease.

StepIIIDiscussion

DealwiththequestionsinactivityF.

Severalminuteslater,asksomepairstodemonstratetheirconversations.

Wecan’tattempttochangesomethinginthenature,orwe’llbepunished!

Soweshouldtryourbesttobuildasocietyinharmonywithnatureinsteadofagainstnature.

StepIVHomework

PreviewthetextonP42.

SearchtheInternetforinformationaboutcloning

课题

Unit3Scienceversusnature

课时

9-2

Reading

主备人

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:

Good.Ithinkyoureallydidalotofworkafterclass.Thankyouverymuch.TodayIwouldliketointroduceafamousguytoyoufirst.Lookatthescreenplease.

ShowapictureofFrankensteinmonsteronthescreen.

StepIIIPre-reading

Inthisprocedure,studentswilldofastreadingandanswerthequestionsinactivityA.

After2minutes,askstudentstoreporttheiranswers.

Suggestedanswer:

1.Thearticlegivesboththeanti-andpro-cloningpointofview.

2.ItsnamewasDolly.

3.Obviouslysheisanti-cloning.

StepIVSkimming

Inthisprocedure,encouragethestudentstodeveloptheirpredictiveskillbyreadingthebeginningandtheendingtoguessasmuchastheycanaboutthepassageandunderstandthemeaningofthetextasawhole.

StepVScanning

Whilescanning,theteachershouldplaythetapeforthestudents.Thestudentschecktheirpredictionsandbuildanoutlineofthetextintheirminds.

After3minutes,checktheanswers.Askseveralstudentstotellthemainideaofeachparagraph.

Thenshowthefollowing.

Paragraph

Mainidea

Para1

Anannouncementabouthumanembryocloningwhichhascausedmuchdebate

Para2

ExplaincloningasawonderfulscientificbreakthroughandgivetheexampleofDolly

Para3

Dolly’screator’sopinionabouthumancloning

Para4

Asaleswomansupportscloningverymuchforherpersonalpurpose.

Para5

Somescientistsarepushingaheadwiththeresearchtoclonehuman.

Para6

TheachievementsofChinaoncloning.

3minuteslater,checktheanswer.

T:

NowlookatactivityC2,findthereasonswhypeoplearepro-oranti-cloninginthearticleandletters.

Suggestedanswers:

Pro-cloning

Anti-cloning

1.Producevaluabletissuesandorgansthatcouldbeusedtosavehumanlives.

1.Mayproduceareal-lifeFrankenstein’smonster.

2.Createnewtissuesandorgansthatcouldbeusedtocurediseaseslikecancer.

2.Couldcreatemorediseasesintheanimalworld.

3.It’sawonderfulscientificbreakthrough

3.It’simmoralandshowsnorespectforhumanlife.

4.Thosewhocannothavebabycanhaveaclonedbaby.

4.Couldonedayendupreplacinghumanbeings.

5.ThehumanraceisusingupEarth’sresources.

T:

NowI’msureyouhavegotanideaofthetermsyoudon’tunderstandatfirst,haven’tyou?

Nowlet’sdoactivityD.

StepVIIIHomework

Afterclass,please

1.reviewthetext

2.retellthereasonsforpro-andanti-cloninginyourownwords

3.finishactivityB1onPage107

课题

Unit3Scienceversusnature

课时

9-3

Vocabulary

主备人

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,weknowthatawordoraphrasecanhaveseveraldifferentmeanings,andtherearemanywordsliketheminEnglishlanguage,sowehavetolearntousetheEnglish-EnglishdictionarytostudyEnglish.Weshouldlearntoparaphrasesomewordsandsentences,namely,weshoulduseEnglishtoexplainEnglish.

Askseveralstudentstoretellthereasons.

StepIILead-in

T:

Wetalkedaboutcloningyesterdayandyouallexpressedyouropinionsaboutit.Weknowcloningtechnologyisoneofthescientificachievements.Nowpayattentiontothetwowords.Whocantellmehowthetwowordsareformed?

Write“scientificachievement”ontheBb.

S1:

“Scientific”istheadjectiveformof“science”.

S2:

“Achievement”isthenounformof“achieve”.

StepIIIPrefixesandsuffixes

T:

Now.I’llshowyousomeprefixesandsuffixes.Lookatthescreenplease.

Intheperiod,studentsshouldtrytheirbesttograspthemeaningsofprefixesandsuffixesshowedonthescreenaccordingtotheteacher’sexplanation.

Prefix

Example

Meaning

anti-

anti-cloning

against,opposeto

dis-

disappear

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

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-

subway

under

over-

overwork

toomuch

under-

underground

below

inter-

international

between

Suffix

Example

Meaning

-able

comfortable

worthyof,abletodo

-ful

cheerful

fullof,characterizedby

-ist

scientist

someonewhodoessomething

-less

hopeless

without

-ment

agreement

indicateastateorcondition

-ness

dryness

indicateaqualitystateorcharacter

-ee

employee

personaffectedby

-er

teacher

personorthingthatdoes

-ation

transportation

actionorconditionof

-ish

foolish

Swedish

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,youcanfindoutthenamesofothermajorpartsofthebodyfromyourbiologyteacherandthenchecktheirnamesinyourdictionary.Homeworkfortoday:

FinishactivitiesA1andB2inyourWorkbook.

课题

Unit3Scienceversusnature

课时

9-4

Grammar

主备人

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

workbook

教师活动内容、方式

学生活动内容、方式

旁注

StepIGrammar

Inthisprocedure,givesomeexplanationabouttheusagesoftheverb-edformandaskstudentstoanalyzesomesentencestoconsolidate.

1.Averb-edformisusedasattributeinfrontofanounorbehindanoun,whichcanbereplacedbyanattributiveclause.

e.g.IfIhadachance,Iwouldhaveaclonedbaby.

IfIhadachance,Iwouldhaveababywhoiscloned.

2.Averb-edformisusedaspredictivetoexpressthestateofthesubject.

e.g.Iwaspleasedatthenews.

Thedoorremainedlocked.

3.Averb-edformisusedasobjectcomplement.

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.Shefoundthedoorlocked.

He’sgoingtohavehishaircut.

4.Averb-edphraseisusedasadverbialmodifiertoexpress:

shewrotealettertothenewspaper.

c.条件

e.g.Givenmoretime,wecoulddoitmuchbetter.

Ifweweregivenmoretime,wecoulddoitmuchbetter.

d.让步

e.g.Beatenbytheoppositeteam,theplayerswerenotdiscouraged.

Thoughtheplayerswerebeatenbytheoppositeteam,theywerenotdiscouraged.

e.伴随

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

Showthefollowingonthescreen.

1.Weuseverb-ingtoexpresstheactivevoicewhileweuseverb-e