b5u3 Reading in using__ language

Unit3 写作名师教学设计Lesson Plan forModule Five Unit 3 I Have Seen Amazing Things(Reading for Writing)T: Teacher Ss: Students1. Teaching ideologyBased on the correct steps of language using, especially expecting for a output by the end of the class, a sufficient understanding of the text is necessary. According to the scaffolding teaching method, in this class, the teacher is supposed to help students grasp the main idea of the text and lead the step to be productive in a summary writing.2. Analysis of teaching materialThe reading material is from NSEFC module 5 unit 3 using language, of which the topic is life in the future. The passage mainly covers three innovative inventions in the future, which requires students to imagine. The material consists of many new words; while the purpose of the class is to write, the teacher can’t pay much attention on the new words, thus a necessary preview. The text doesn’t have much hidden meaning between lines, plus a clear structure, a summary writing is suitable and also meet with new requirements of the English examination in NCEE.3. Analysis of learnersThe learners of this class are from grade 2 in Fenghua High School. As grade-two students, they have managed some strategies and enough vocabulary to help them understand the passage. They are easily motivated and want to air their opinions on the topic. They are familiar with the topic after finishing reading period. But as the passage is a bit longer than a test material, and they seldom write a summary for a narrative one, higher level of output should be obtained by efforts and the guidance of the teacher.4. Learning objectivesBy the end of the class, Ss will be able to:Grasp the main idea of each part of the passage;Conclude the key words for advantages and disadvantages for these inventions; Recall the criteria in writing a summary;Master the writing skills such as replacing and adopting different words and sentences, simplifying complex sentences and so on.5. Learning focuses and anticipated difficulties5.1 Learning focusesThe structure and key points before a summary writing;5 tips and the guidance of criteria during a summary writing.5.2 Anticipated difficultiesSs may have difficulties in understanding and memorizing the scientific terms.Ss may get confused with the long sentences such as “The only limitation is… may be sent”.Ss may feel challengeable to use the writing tips to come up with new ways of paraphrasing.6. Teaching ProceduresStep1: Warming up (5 min)Activity1: topic lead-inT presents some pictures of different stages of cell phone based on the topic of the experience of breaking an iPhone, thus leading to the topic of mobile phone, its waste disposal and manufacturing, which echoes to the body of three inventions.Activity 2: imaginationT asks Ss the question of the way of communicating in the future, transiting to the passage naturally.Purpose: By introducing topic of cell phone development, in which T and Ss all witness the rapid promotion of communication, thus making Ss easy to accept; while by imagining what the future way of communication is, Ss can practice creative writing.Step 2: ReadingActivity1: Read for structure (4min)Ss are supposed to divide the passage and write down the main idea of each part.Part 1:(Para ________)Main idea: an i____________Part 2:(Para _________)Main idea: the a________ and dis___________ of three____________Part 3: (Para ________)Main idea: _______________________Activity 2: Read for key points (4min)Modern Inventions of the 31stCentury Only to be seen on the Space StationCommunication Waste Disposal Manufacturing invention Thought pad A waste machine Manufacturingrobots advantagesdisadvantages Not mentionedPurpose: Division of the text and the table of key words in the body part is the framework of the text. As limited time doesn’t allow too detailed reading, Ss can practice the skill of skimming and scanning easily. What’s more, in retelling the advantages and disadvantages of the inventions, Ss also make original output for they are asked to answer it in complete sentences.Step 3: Read for writingActivity 1: recall criteria (1min)Ss are supposed to recall some requirements for a summary.Criteria for writing a summaryCover all the key pints; Use correct language; Write coherent passage;Avoid copying the original sentences; Limited words; Write neatly.Purpose: Recalling the criteria of a summary in a test can give a sense of familiarto students and make the writing purposeful.Activity 2: Methods of paraphrasingPart1: An introduction(4min)Ss will find out the hey word in the first part: space station+ the most modern, inventions+ the most up-to-date. Next step is combining them together under the guidance of tip1 and tip 2:Tip 1:Replace expressions with similar words.Tip 2:Change sentence patterns.T’s version: I paid a visit to an advanced/newest/latest space station, in which three newest/latest inventions were presented.I visited an advanced/newest/latest space station and three latest inventions there. Part 2: Three inventions (5min)Ss are under the guidance of tip3: Break the long sentences into words or phrases, to write their own simplified sentences using a “with…” structure.T’s version: It had the disadvantage of ambiguous message with an unclear mind. Then, in order to make the summary more natural and coherent, Ss should apply correct linking words in consistent with the feeling of the author and the tone of the text, which is the aim of tip 4.T’s version: The first stop, thought pad, was a way of express, efficient , and environmental to communicate, despite/although... the disadvantage of ambiguous messages with an unclear mind.Purpose: By focusing respectively on each part, T can build scaffolding in detail and present Ss with peer learning, hence leading to an effective learning.Practice: A waste machine & manufacturing robots(7min)Ss can practice writing the rest two inventions guided by the tips above in pair works. And T invites them to type on the screen for better appreciation.At last, correct usage of linking words as tip 5 in writing a summary is mentioned. Activity 3: Make an output (10min)After learning these 5 tips and some simple try-out, Ss are eager to practice writing it down as a whole passage. Referring to the tips, Ss work in groups of 4 to discuss and share. T takes photos of typical pieces and put them on the screen for appreciation. Purpose: In group work, Ss’ mind would be more active in sharing ideas, and the process of scaffolding can be completed by peer correction if one student doesn’tcatch T’s insertions.Step 4: AssignmentPolish the summary.Purpose: By then, a process of summary writing is accomplished. After this class,Ss will review what we’ve explored in the class to think their summary over, and are more likely to master more methods in a summary writing.7. Blackboard design。

复习讲义10：B5U3 reading背诵速记版The future is our gene（基因）Good afternoon,ladies and gentlemen. Thank you all for coming to this lecture. Over the course of my career, I have seen many wonderful scientific(adj. 科学的) developments, but none are as game-changing（彻底改变事态的）as genome（基因组）editing. I am full of excitement about the possibilities _that/which_this scientific advance can bring and I hope to share my excitement with you today.As many of you may already know, genes play a critical(关键的) role in shaping （塑造）our lives. Everything from the colour of our eyes to our talent for maths depends on genes. The complete set of genes inside a cell（细胞）or a living being（生物，存在，身心）is called a genome(基因组).Our own personal genome（基因组）carries all the information needed to make us grow and develop.It also contains information that helps determine our lifespan（寿命，有效期）and affects（v.影响）our chances of contracting（感染；与...签订合同）certain diseases. Some people, for example, carry a gene（基因）that makes them more likely to catch a certain virus（n.病毒）or develop a particular form of cancer（癌症）.Geneticists（基因学家）have been trying to identify（确认）which（哪一个）genes relate（联系）to which diseases, as they believe genome（基因组）editing is an effective means（方法，方式）of disease treatment and prevention （预防）. It allows geneticists（基因学家）to make changes to the genome （基因组）by correcting, adding, deleting（删去）or replacing specific parts of the genetic material.In the near future,geneticists hope to apply（应用）this technology to treat a wide range of health problems.Soon we may be able to use such treatments to restore（v.恢复）a blind person's vision（视线）or give someone who was born deaf（聋的）an excellent sense of hearing. Ultimately （最终地，根本上地）,this new technology might even make it possible to prevent diseases from ever developing by correcting abnormal（反常的，畸形的）genes early on. Genome editing（基因组编辑）, serving as（当作）a new weapon（武器）in the fight against diseases, will lead to a fundamental（adj.十分重大的，基本上的）change in our approach to health care.As the technology continues to develop at a fast pace(n.节奏，步速),however, questions arise（v. 产生）about how to use it appropriately（正确地）. Should （万一）we restrict（v.限制）our use of this technology to the treatment andprevention of diseases? Should we prohibit（禁止）geneticists（基因学家）from using it to enhance healthy bodies? One day soon we will be able to use genome editing（基因组编辑）to increase the human resistance（n.抵抗力）to colds and flus（流感）, to make people taller, to help their muscles develop faster, to sharpen all of their senses or to make them more intelligent. We will also be able to select specific characteristics（n.特征；特点）for children before they are born, creating what some have called “designer babies".However,is this a good thing? What consequences（结果）might it have? Philosophers（哲学家）,geneticists（基因学家）and government officials（政府官员）have all started to wrestle（vt.奋力斗争；努力对付）with such moral issues（道德问题）. We have to figure out how to keep the technology from running wild.This means putting appropriate controls in place（准备就绪）to make sure that genome editing will work to our advantage.Without them,genome editing could be as dangerous as a car out of control.There is still much to be explored and debated（辩论）on the subject（主题）of genome editing（基因编辑）. Despite（=in spite of尽管）the public argument over this technology,its possibilities have been creating much excitement throughout the entire medical community and beyond. Without doubt（毫无疑问）,genome editing is one of the greatest inventions in the history of science.Thank you for listening.B1:1.Without doubt, the discovery is an important finding(调查发现) in the field of genetics.2.This could significantly enhance people’s chances of living to a ripe（成熟的）old age（高龄）.。

Unit3 Using Language：Reading and Writing参考教案The type of the lesson: reading and writing.It is the fourth period of this unit, including the reading and writing part of the using language. The purpose is to enable the students to use the reading skills (skimming and scanning) to get the information from the text and write a letter.Teaching goals:1).Improve the students’ writing ability.2).Enable the students to understand the passage better.Teaching important and difficult points:1). Read the passage A NIGHT IN THE MOUNTAINS2). Use the language by reading, listening, speaking and writing.Teaching aids: a projector, a computer, a blackboard and chalksTeaching procedure:Step 1 Lead-inIt is a fine day, isn’t it? It is a nice time for us to go out for traveling, and what about going to Tibet?1.Question: would you like to visit Tibet?2.Explain why Tibet is attractive?Answer:a)geographical and natural beautyb)long historical culture and religion3.Appreciate the beauty of Tibet: the cloud and lake in Tibet, the Tibetan New Yearfestival, Monastery ceremony, Mount Everest and Potala palaceStep 2 ReadingActivity 1: fast readingDo you still remember our friends Wang Wei and Wang Kun?What is their dream?Year, now they have got to Tibet. If you want to know what they are doing there, please read the passage “A night in the mountains” on page 22 quickly and try to do the True or False exercise.• When they arrived in Tibet, it was winter then. ( )• Wang Wei was behind me as usual. ( )• When we reached a valley, it became warmer.( )• Wang Kun went to sleep and Wang Wei stayed awake. ( )• There was almost no wind that night. ( )Activity 2: detail reading1、Read the first paragraph and try to fill in the chart2、Find the detailed information from second and third paragraph .Activity3:Read the whole text again and try to find the beautiful phrases and sentences. E.g.: lakes shone like glass in the setting sun and looked wonderfulBeautiful phrases and sentences in my idea: surprised by the view; great fun; colorful butterflies; stars grew brighter; hardly wait to see them设计说明：在分段讲解好全篇课文后，让学生们再次阅读课文找出他们觉Activity4:T: We know that in the reading of part 1, Wang Kun thought it would be a difficult journey. Now please looking at these beautiful phrases and sentences and try to guess “How does Wang Kun feel about the trip now?”In the early evening After supper They________Wang Wei ____but Wang Kun___.the sky____________.the stars _____________ .There was only the flames of______S:T：And what do you think has changed his attitude?S:Step 3Step 4 WritingT: Ok, Wang Kun, You have got a new mail from your friend Michael, would you like all of our classmates to read it?S: OK.附信的内容Dear Wang Kun,How are you these days? I keep worrying about you all the time. How was your trip? I think you must have a great fun.I decide to travel in Tibet next week. So I write to you to ask some information about Tibet because I need to do some preparations. Then could you tell me something about……Best wishes!Step 5 Guided writing1.readingIn this unit, we have read the first two parts of a travel journal and have listened to the third part of the travel journal. What is the difference between a journal and a diary? Let’s read the passage on page 23 and find out t he difference between the two.2 Writing a letterNow let’s do a writing practice. Imagine that you are a friend of Wang Wei. Write a short letter to her and ask her to describe: how she feels, what she is doing, and some place you want to know about. Then wish her well on her journey by using at least two of these expressions:Have a nice/good time. Have a nice/good trip. Take care.Good luck on your journey. Say “Hello” to …. Write to me.Give my best/love wishes to …. Have fu n.Tell the students that they can refer to the following steps.In pairs. Choose the details from the journey that are most interesting. Think of what else you would like to know about the journey. Write these ideas down as questions. Now choose two or three of the best questions for your letter. Each question should have another sentence explaining why you want to know this information.Put them in an order that makes sense.Begin your letter as shown in the textbook and add your questions for Wang Wei. Finish your letter as shown in the textbook.A sample writing:Hi, brave little Wei,How I worry about you and Wang Kun! Do you have a good time now? I hope so. What are you doing now? Are you still in Laos? Can you tell me something about pe ople’s life there? When are you leaving for Cambodia? When you get there, tell me about the Buddhist temples there. Please send some photos with your next letter! Well, Have a good trip and don’t forget to write to me! Give my best wishes to Wang Kun. Good luck on your journey.Take care!Yours,Wang LinStep 6 Homework1.Finish writing the letter2.Review the whole unitRead the passage in workbook( page 59) “The end of our journey ”.。

Unit 3 Using language （学案）I HA VE SEEN AMAZING THINGSStep 1 listeningPlease listen to the first paragraph and finish this tableStep 2 pair-worksPlease work together to fill in the table below.Step 3 detailed readingG1: Please read “G1” and make up a short play .(you have to make a “thoughtpad” and show us how to use the thoughtpad )G 2: Please read “G 2” carefully and complete the short passage below The second stop of the time travel journey is in the “______________”. As we all know, people used to collect waste in “__________”. Then the rubbish was sent to be _______or __________. Now a giant machine can help us ________ the waste using the principles of ________. It can __________all the waste available. The rubbish is turned into several grades of useful _________. Nothing is _______,and everything, even plastic bags, is __________.G 3: please read “G 3” and do the “T” or “F” exercise .1. Now manufacturing is still taking place on the earth but sometimes on space stations. ( )2. Robots can perform any tasks in space by themselves. ( )3. The companies have to train their representatives to live and work in space settlements because they are the space citizens . ( )4.The goods would be transported by industrial spaceship back to earth.( )Step 4 reading exercise阶段性测试三，阅读理解（B）。

Unit3 Using Language 优质教案Period 5Using LanguageTeaching aims1．Learn to pronounce the names of sea creatures mentioned in the text correctly. 2．Learn to describe the creatures mentioned in the text properly according to the pictures with the expressions like：...＋looking，...＋shaped，...＋spotted，...＋like，...＋striped.3．Learn to use the adjectives in the correct order to describe the pictures prepared by the teacher.4．Learn to use proper expressions to convey their exact feelings in their past experiences.Teaching proceduresWarming up and lead－inFirst，show students the picture above and ask them some questions as a revision：Where are they？What are they doing？Why do they go snorkelling?Next，draw a conclusion and lead into the text：As the sea is a world full of magic，many tourists head to the sea，and the author of this text is one of them.Look！The other day，the writer went snorkelling with her friends and experienced a lot.Let's take a brief look at sea creatures through her diary.Then，take a closer look at the photos she taken and describe them with what you can find in your textbook.Pictures in the text in Using Language give the following information：corals with vivid colors and shapes，elegant fishes，little orange and white fish，small cleaner fish，the yellow and green parrotfish with hard bird－like mouth，yellow－spotted red sea－slug and blue sea－stars and wise－looking turtles，eels with strong sharp teeth，giant clam with thick green lips，grey reef sharks about one and a halfmeters long，the edge of the reef with a sharp drop to the sandy ocean floor Fast readingRead the passage and put the following topics into the correct order according to the text.Step 3Careful readingTask 1：Read and choose the best answers.1．Judging from the text，what the author mainly wants to tell us in the diary is ______.A．that the sea is fantastic with vivid colorsB．that the water where she was snorkelling is not deep but shallowC．what she saw and how she felt in the seaD．that all the plants in the sea are poisonous2．What was hanging upside down in the sea according to the text?A．The orange and white fish.B．The yellow－spotted red sea－slug. C．The yellow and green parrotfish. D．The blue sea－stars.3．The author was afraid of getting too close to the eel because ______.A．it has strong sharp teeth B．it has thick green lipsC．it has a frightening shape D．it gives out poisonous liquids4．Which of the following sentences show that the author couldn't help feeling excited in the sea？______A．My heart was beating wildly.B．That didn't stop me from feeling scared to death.。