2019-2020年牛津譯林版高中英語必修五Unit 3《Science and nature》（Welcome to the unit）教案.doc

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2019-2020年牛津譯林版高中英語必修五Unit 3《Science and nature》（Wele to the unit）教案 教　　材：牛津高中英語(模塊五)高二上學(xué)期 文檔內(nèi)容：教學(xué)設(shè)計(jì)—教案 單　　元：Unit 3 Science and nature 板　　塊：Wele to the unit Thoughts on the design: 從課型來說，本課時(shí)作為整個(gè)單元的導(dǎo)入部分，主要是以口語表達(dá)為主，從內(nèi)容來說，本課時(shí)作為整個(gè)單元的第一課時(shí)，要解決兩個(gè)問題。首先是向?qū)W生介紹整個(gè)單元的主題和將要學(xué)習(xí)和討論的內(nèi)容，其次是要為進(jìn)入閱讀部分作一些內(nèi)容的準(zhǔn)備和鋪墊?；谶@樣的考慮，本課時(shí)主要包括兩個(gè)部分，即單元主題呈現(xiàn)（科學(xué)對抗自然）和閱讀前準(zhǔn)備（克?。?。以一段有關(guān)增高術(shù)的聽力作為切入點(diǎn)，帶出主題，然后以圖片為媒介引導(dǎo)學(xué)生進(jìn)行一系列的討論，在充分理解了本單元的主題之后，進(jìn)入另一層面，專門針對克隆進(jìn)行生動(dòng)的討論和辯論，讓學(xué)生充分展示出他們對這一專題有所了解，并讓他們認(rèn)識(shí)到他們對這一專題還需要進(jìn)一步的閱讀才能更好得表達(dá)出他們的看法。這就為后面的閱讀作了充分的鋪墊。 Teaching aims: After learning Wele to the unit, the students will be able to 1. 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] 用一段有關(guān)增高術(shù)的聽力引入主題，主要是考慮到這一切入點(diǎn)與實(shí)際生活較為貼近，比較容易讓學(xué)生有話說，作為人類利用科學(xué)對自然的東西做出改變的一個(gè)典型例子可以順其自然得引入本課主題。聽力材料取自本單元Task第52頁的內(nèi)容，把糾錯(cuò)的部分改編成填空的形式，即讓學(xué)生對增高術(shù)有個(gè)更為直觀和深刻的了解，又避免了該內(nèi)容在Task部分的雞肋的位置。 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] 本節(jié)將主題定位在“科學(xué)對抗自然”，讓學(xué)生了解了這一關(guān)系后，用頭腦風(fēng)暴的形式讓學(xué)生從增高術(shù)聯(lián)想起更多的現(xiàn)實(shí)生活中能體現(xiàn)這一關(guān)系的案例，如轉(zhuǎn)基因食品，人工雨等。教師盡量將本單元所涉及到的這類名詞在本節(jié)介紹給學(xué)生，這樣就使學(xué)生在某種程度上完成了一個(gè)基本概念的儲(chǔ)備，一旦在后面的教學(xué)內(nèi)容中涉及到，學(xué)生就能很快反應(yīng)出“這是什么”。讓學(xué)生在此基礎(chǔ)上針對其中任何一項(xiàng)進(jìn)行淺顯的討論。并引導(dǎo)他們考慮自然與科學(xué)應(yīng)該是怎樣的一種關(guān)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 es to you? (surprised and more excited) 3) What if more cats with the same appearance e 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] 本節(jié)將討論的重點(diǎn)轉(zhuǎn)向克隆。通過圖片展示的方式讓學(xué)生對克隆動(dòng)物有個(gè)感性的認(rèn)識(shí)，并引進(jìn)“拷貝”的概念，與第二課時(shí)的閱讀標(biāo)題形成呼應(yīng)。其中設(shè)計(jì)的對兩個(gè)學(xué)生采訪的環(huán)節(jié)，對答案的要求都比較簡單，主要是出于活躍氣氛的考慮，因?yàn)閷W(xué)生對于科普類的材料了解有限能表達(dá)的更有限，對某一專題一味采用討論的方式會(huì)使課堂陷入沉悶。同時(shí)，也順便將討論的重心由克隆動(dòng)物轉(zhuǎn)移到了克隆人上面來，進(jìn)一步為第二課時(shí)的閱讀進(jìn)行了鋪墊。出于對學(xué)生表達(dá)能力和素材缺乏的考慮，將自由辯論定時(shí)為兩分鐘，就避免了拖沓卻無效的狀況。 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 supporting points. Tell students that you will read more about cloning in the following period and will have a further discussion. [Explanation] 對學(xué)生的辯論進(jìn)行簡短的評價(jià)，一是評價(jià)學(xué)生的表現(xiàn)，二是讓學(xué)生產(chǎn)生更多的興趣去閱讀，并且閱讀的目的性更明確，從而能夠保證閱讀的成效。