高中英语 Unit3 Science and nature Reading教案 牛津译林版必修5-牛津版高二必修5英语教案VIP专享VIP免费

Unit3ScienceandnatureReading教材：牛津高中英语(模块五)高二上学期文档内容：教学设计—教案单元：Unit3Scienceandnature板块：ReadingThoughtsonthedesign:本节内容主要目标是让学生通过主体阅读发现如何去表达正反面的观点。进而要求他们继续读43页上的两封信，让他们了解如何就正面或反面的一个观点进行重点论述。在课堂的最后可以结合本单元的大主题做一个简短的总结，可以进一步引发学生的思考，使得这篇文章并不仅仅是一篇阅读文章，而是一篇具有社会和现实意义的文章。鉴于文章内容比较严肃，，单纯的阅读和讨论容易让课堂气氛陷入沉闷，因此安排了不同的阅读方法，从不同的角度调动学生的阅读积极性。Teachingaims:AfterlearningTheperfectcopy,studentswillbeableto:1.usesomeusefulphrasestostatetheir“forandagainst”opinionsonanatmosphere.2.writeapersuasivearticleusingsupportingdetails.3.doconversionbetweenbookknowledgeandtheirownknowledge.4.persuadeusingtheirvoices.5.concernmoreabouttherelationshipbetweenscienceandnature.Teachingprocedures:Step1leadin(PPT4-5)1.Startthelessonbyabriefreviewofwhatstudentshavetalkedaboutcloning.2.Presentthelearningobjectiveofthisperiod,whichistogetmoreknowledgeaboutcloning,andgraspeffectivewaystoexpresspositiveandnegativeopinions.3.Predictionbasedonthetitle.Whatattitudedoestheauthorholdtowardscloning,positiveornegativeorneutral?[Explanation]基于上一课时已经对克隆这一话题有所涉及，本节的导入以单刀直入、承上启下为特点。因为阅读的内容相对比较多，因此要让学生在一开始就了解到本节课的学习目标，才能保证阅读的有效性。根据标题猜测作者的态度，进而在文章阅读完之后解决这个问题，体现了阅读的层次性。Step2Firstreading(PPT6-14)1.Activity1:Dividethewholeclassinto6groupsandsetthemofftodealingwithseparateparagraphs.Requirethemtomakeeachparagraphintoashortdrama,amonologueorasmallpressconferencedependently.Allowthemfivetosixminutestodospeedreadingandpreparations.Requirements:Theyneedtogetthemainideaofeachparagraphacrosstotheirpeerswithveryshortperformanceandtheyneedtopayattentiontosomedetails.2.Beforestudents’performance,handoutquestionsheetstobecompletedsothatstudentscanbetterunderstandwhatisbeingperformedandtheycanbemorefocused.3.Checktheanswers.Ifthere’sanyinformationmissing,theycandoasecondreading.[Explanation]本节阅读部分内容比较多，如果单纯安排学生速读或听读的话，时间比较长，而且比较枯燥。于是在这儿安排了两种读法。主体文章设计成JigsawReading，把学生分成小组分别担任不同的阅读任务，让他们把相应的内容用不同的形式表现出来，增加了趣味性，而且产生了信息沟。虽然时间也花得比较多，但是能够避免因冗长枯燥而过于严肃的课堂气氛。并且，在学生演绎各段内容的同时，让学生根据他们所看到听到的把相应的问题回答出来可以锻炼他们“注意听”的能力。Step3Secondreading(PPT15-19)1.AskstudentstoreadthepassageonP42againandittheyfindanysentencedifficulttounderstand,theycanask.2.What’stheauthor’sattitude?(neutral)Whatphrasescanbeusedtostatebothpositiveandnegativeattitudestowardsanitem?(Ontheonehand;ontheotherhand;andstatedifferentfacts))3.Ifyouwanttostate“for”or“against”only,howorwhatcanyouwritetomakeyourargumentsmorepersuasive?Freediscussion.4.AskstudentstoreadthetwolettersonP43andaskstudentstodoabriefsummary.(Use“if”tostatethepossibleconsequencesitcanbringabout,facts,quotes,etc.)5.Activity2:Who’sgotthemostpersuasivevoice?Situation:I’mblind.Ican’tread.HowcanIbepersuaded?Justpretendtheyareinadebate.Askstudents(dividedintotwogroups)topracticereadingthetwolettersusingpersuasivevoices.ThisskillisamustfordebatersandwillbeusefulwhentheydodebatesinProject.[Explanation]从两个方面的观点过渡到对单一观点的表达，让学生通过分别阅读这两封信来发现其写作内容的特点和方式的特点。同时让他们练习用辩论的方法把这两封信读出来，让学生在轻松的气氛中学会如何去用声音表达自己支持或反对的意见，也为后面Project部分的辩论打下一个基础。Step4Summary(PPT20)1.Skillstomakeyourwritingpersuasive.2.Whetherthecopyisperfectornot,it’salreadyhappening.Whatmattersmost?Itishowwetakeadvantageofscienceinsteadofpreventingsciencegoingforward.[Explanation]在课堂的最后，利用两三分钟进行总结，进一步点题。