高中英语 Unit3 Science and nature教案 牛津译林版必修5-牛津版高一必修5英语教案VIP专享VIP免费

Unit3ScienceandnatureWelcometotheunitTeachingobjectives:1.Toarousestudents’interestintheunittopic2.Tohelpstudentskwonmoreaboutcloningtechnology3.ToencouragestudentstoparticipateinthediscussionrelevanttocloningTeachingfocusanddifficulties:1.Makesurethatstudentscanhavethebasicknowledgeaboutcloning.2.Makesurethateachstudentcanholdtheirownopinionstowardscloning.Teachingaids:ThemultimediaBriefteachingprocedures:Step1Brainstorming1.Showapictureofthefirstclonedmammal,Dolly.GivesomeintroductionaboutthecreationofDolly.2.LeadstudentstolearntheunitwhilethinkingabouttherelationshipbetweenthetitleoftheunitScienceandnatureandcloningtechnology.Step2Sharinginformation1.Showthefollowingthreepicturesonebyone,eachofwhichshowsasuccessfullyclonedanimal.Astothethreepictures,weconductthefollowingactivities.(Picture2)Thefivelittlepigs’namesareNoel,Angel,Star,JoyandMary.(Picture3)Tellstudentsthatthekitteninthepicture[Preparationforyourownclass.]iscalledCc.Itsnameisfrom‘Copycat’.ScientistsintheUSAcreateditwithacelltakenfromitsmother,Rainbow.ItwasborninDecember2002.(Picture4)ThenameoftheclonedmonkeyisANDi.Itisfrom‘insertedDNA’speltbackwards.Itisthefirstgeneticallymodifiedmonkey.ThetechnologyisdifferentfromthatusedforDolly.2.Getstudentstoformgroupsoffourorsixtodiscussthefurtherquestions:(1)Fromjustthesepictures,canyouidentifythedifferencesbetweentheclonedanimalsandnormalones?(1)Inyouropinion,whatmightbethedifferencesbetweentheseclonedanimalsandnormalones?3.Havestudentsholdadebateaboutwhetheritwouldbeagoodideatoclonehumanssomeday.Dividestudentsintotwogroups.Onegrouprepresentsanti-cloningviewswhiletheotherrepresentspro-cloningviews.Encouragestudentstoprovideasmanyreasonsastheycantosupporttheirideas.[布置作业][教学后记]Unit3Scienceandnature主备：第2-4课时总10课时Reading:TheperfectcopyTeachingobjectives:1.Toreinforcestudents’comprehensionofthetextandimprovetheirotherskillsbyparticipatinginalltheactivities.[Preparationforyourownclass.]2.Tohelpstudentsknowthewidespreaddiscussionaboutcloningandholdtheirownattitudestowardsit.3.Toenablestudentstomasterthereadingstrategyandbecomemorecompetentinreadingarticlesrelatedtoscience.Teachingfocusanddifficulties:1.Studentscanworkoutthemeaningofdifficultorunfamiliarscientifictermswithreadingstrategy.2.Studentscanholdtheirownopinionsonthebaseofreadingthearticle.Teachingaids:ThemultimediaBriefteachingprocedures:Step1Lead-in1.Encouragestudentstosharetheirsourcesrelevanttocloningtechnologywiththewholeclass.2.Tellstudentsthatcloninghasbeenthesubjectofscientificexperimentsforyears.Therecentsuccessincloninganimalshasresultedinfiercedebatesbetweenscientists,politiciansandpublic.Step2Readingstrategy:howtoworkoutthemeaningofthesescientificterms.Step1Beginbyreadingthefirstandlastparagraphsforanideaofwhatthearticleisabout.Step2Circleanywordsyoudonotnow.Questionthingsyoudonotunderstandorthatdonotappeartomakesense.Step3Readthroughthearticleafewtimes,andmakesenseofthescientifictermsuponfurtherreadings.Step3Firstreading—MainideaAskstudentstorefertothereadingpassageandfindoutthemainidea.(Thereadingpassageismadeupofanewspaperarticleaboutcloningandtworeaders’letters.Wewillbegiveninformationabouthowcloningisbeingresearchedandthedifferentattitudestowardsit.)Step4Secondreading—UnderstandingscientifictermsAskstudentstocircletheunfamiliarwordsorthingstheydonotunderstandwhilesecond...