M5U3 science and nature教学设计教学设计-优质教案

牛津译林版高中英语必修五Unit3《Scienceandnature》教案2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：Unit 3 Sci ence and nature板块：TaskThoughts on the design:作为Task的第二课时，要紧任务是关心学生完成书信的写作，要通过一系列的步骤让学生体会到如何样才能写结构准确、内容丰富、句型规范的书信。

因此，在本课时中设计了从内容设定、句子构造、首末段构造、整体写作的几个步骤，以小组讨论和个人独立完成的形式穿插进行。

Teaching aims:After learning Task2, students will be able to1.choose proper contents for a formal letter.2.develop key words into good sentences.3.develop good beginning and ending paragraphs.4.keep in mind the format of a formal letter.5.have a general view of what is a piece of good writing through cross-check. Teaching procedures:Step 1 Task to complete (PPT4-5)Retell students what they are going to write again.[Explanation]在课堂的一开始重申写作的内容，能够关心他们回忆上节课所学，并进一步明确学习目标。

Step 2 What to contain in the letter (PPT5-7)1.Students work in groups to decide what information to be contained in the letter.Key words only. And do oral reports. The teacher can give some suggestions.2.Students work individually to develop these key words into complete sentences.3.Students work in groups to compare and improve their sentences.4.Ask some students to read their sentences aloud and the teacher can make somecomments so that to make it clear to students what kind of sentences are better wanted.[Explanation]通过上一课时的学习，学生关于克隆食品差不多具有了相当的知识积存，因而他们差不多具备了初步的判定力，在信中能够写或者应该写些什么内容，以小组的形式让他们进行讨论，充分发挥他们的主体性，然后教师能够提出一些建议进行增删。

牛津译林版高中英语必修五Unit 3《Science and nature》(第2课时)教案教学过程Second periodStep 1: Personal showWrite down the words according to yourself.Step 2: Language focus◆ 1. intended adj. (为…〉打算的/设计的intention n.意图；目的；妄图知识探究：My brother intends to study abroad next year. 我弟弟打算明年到国外留学。

He went to Paris with the intention of learning/ to learn French. 他到巴黎是为了学法语。

I have no intention of going to the wedding. 我无意去参加婚礼。

The course is intended for intermediate students. 那个课程是为中等水平的学生开设的。

The dictionary is intended for children. 这本字典是给小孩用的。

His parents intended him to study abroad. 他的父母想让他去国外学习。

题练落实：1. Small children don’t like books that are _______ for adults.A. promisedB. permittedC. admittedD. intended2. ---I thought you and Peter were going for a bike ride.---_______, but the front wheel of my bike is bent and I haven’t had it fixed.A. We intended toB. I’m sorryC. Well, we wentD. She was, and I won’t3. In the park, the number of visitors is tightly _______ to avoid damaging the environment or putting stress on the animals.A. limitedB. encouragedC. expectedD. intended4. She ________ to catch the early tra in, but she didn’t get up in time.A. intendedB. was intendedC. had intendedD. was intending◆ 2. adopt vt. &. vi.收养,领养;知识探究：Papers like this tend to adopt a very simple writing style.如此的论文往往采纳比较淳朴的写作风格。

M5Unit3 Science and nature Reading (1)Teaching objectives:1.To reinforce students’ comprehension of the text and improve their other skills by participating in all the activities.2.To help students know the widespread discussion about cloning and hold their own attitudes towards it.3.To enable students to master the reading strategy and become more competent in reading articles related to science.Teaching focus and difficulties:1. Students can work out the meaning of difficult or unfamiliar scientific terms with reading strategy.2. Students can hold their own opinions on the base of reading the article.Brief teaching procedures:Step1 Lead- inShare some pictures about cloning Tell students that cloning has been the subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates.Step2 Reading strategyGet students to go through the reading strategy, and make sure that everyone of them understands how to work out the meaning of these scientific terms.Step3 Fast reading—Main ideaRead passage and answer the questions to find out the main idea.1.What has caused much debate round the world?2.What is cloning?3. Is Pauline Carter for or against human cloning?Step4 Detailed reading—Further understandingTask3: True or falsePauline Carter thinks:1. The nature will pay back if we interfere with nature.2. We should clone fewer babies to reduce Earth’s population.3. The lady who cannot have a baby can adopt an orphan, but not have a cloned baby. Coline Jake thinks:1. The news that the first human embryo has be cloned successfully is very terrible.2. Scientists can continue challenging moral ideas.3. Human cloning is a good way to save her daughter who is suffering heart failure. Task4: Wang Lin’s letter on Page 45Step5: ConsolidationTask-based reading in English Weekly (5 A2)Step6 Further discussion1.What are advantages and disadvantages of cloning?2.Is it a good idea to clone humans some day?Step7 HomeworkWrite a composition about whether we should clone human beings.(Refer to Jinxiu P62)。

牛津译林版高中英语必修五Unit3《Scienceandnature》教案1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：Unit 3 Science and nature板块：TaskThoug hts on the design:Task部分分成两个课时。

第一课时向学生整体出现Task部分的目标，即写一封有关转基因食品的正式书信，并为学生创设一个简单的情形，然后通过听力、阅读短小篇幅的文章增加学生对转基因食品的了解，最后设计一个采访活动，让学生以小组为单位进行。

在课堂的最后做一个小结。

Task部分尽管最终任务是写一封信，但这关于学生来说不存在难度，难的是信中所涉及的内容。

关于专业性比较强的内容，通过如此的安排，让学生逐级加深了解，然后再把所了解到知识在实际中加以运用，符合了学生对新知识的同意特点，也在第一课时完成了信件内容相关信息的积存过程。

Teaching aims:After learning Task, students will be able to1.confirm information by changing or correcting some details.2.know some general knowledge about cloned food.3.conduct an interview using some use ful expressions.Teaching procedures:Step 1 Present the learning objective (PPT4-8)1.Present the letter on Page 56. Ask students to scan the letter to find out themain idea. ( Clearly state the anti-c loning opinion and reasons for that)2.Tell students the learning objective of this period and next period is to makea “copy”of this letter. And this period will focus on building up materials.3.Topic: Cloning. ( + quiz about cloni ng / listen to check)Situation: A local supermarket is planning to sell cloned food and you want to write to tell your opinions.Content of the letter: Your opinions on cloned food and supporting details [Explanation]先向学生出现Task部分最终要完成的任务是什么模样的，内容应该是个人观点，从而让学生产生学习的需要。

Unit3 Science and nature Welcome to the unit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：Unit 3 Science and nature板块：Welcome to the unitThoughts on the design:从课型来说，本课时作为整个单元的导入部分，主要是以口语表达为主，从内容来说，本课时作为整个单元的第一课时，要解决两个问题。

首先是向学生介绍整个单元的主题和将要学习和讨论的内容，其次是要为进入阅读部分作一些内容的准备和铺垫。

基于这样的考虑，本课时主要包括两个部分，即单元主题呈现（科学对抗自然）和阅读前准备（克隆）。

以一段有关增高术的听力作为切入点，带出主题，然后以图片为媒介引导学生进行一系列的讨论，在充分理解了本单元的主题之后，进入另一层面，专门针对克隆进行生动的讨论和辩论，让学生充分展示出他们对这一专题有所了解，并让他们认识到他们对这一专题还需要进一步的阅读才能更好得表达出他们的看法。

这就为后面的阅读作了充分的铺垫。

Teaching aims:After learning Welcome to the unit, the students will be able to1.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”。

Unit3 Science and nature Reading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：Unit 3 Science and nature板块：ReadingThoughts on the design: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。

Teaching aims:After learning The perfect copy, students will be able to:1. use some useful phrases to state their “for and against” opinions on anatmosphere.2. write a persuasive article using supporting details.3. do conversion between book knowledge and their own knowledge.4. persuade using their voices.5. concern more about the relationship between science and nature.Teaching procedures:Step 1 lead in (PPT 4-5)1. Start the lesson by a brief review of what students have talked about cloning.2. Present the learning objective of this period, which is to get more knowledgeabout cloning, and grasp effective ways to express positive and ne gative opinions.3. Prediction based on the title. What attitude does the author hold towards cloning,positive or negative or neutral?[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。

课题：牛津高中英语模块五Unit3 Science and natureWelcome to the unit & Reading在当前教育信息一体化的背景下，能否最大限度地利用网络资源为教育教学服务成了近年来人们关注和研究的热点。

特别是对于英语这一学科，更是需要大量前沿资源支撑我们的教学。

互联网的使用，能够极大地丰富我们的教学素材，是对教材内容的合理拓展和必要补充；同时，对于当前90后的中学生来说，网络已成为他们接触新事务、学习新知识的重要途径。

因此，教学中网络资源的利用，是迎合时代发展和中学生成长的必需，也是提高教师教学素养和与时俱进能力的重要手段。

一、教材分析模块五第三单元的话题是科学与自然的关系，教师将本单元的导入（Welcome to the unit）和阅读（Reading）整合生成本单元第一课时的内容。

从介绍克隆这个话题开始，引出科学家的一个研究发现，随后介绍了支持克隆和反对克隆两方面的观点。

根据实际课堂教学需要和本校学生的认知水平，教师对教材作了以下处理：1.导入（Welcome to the unit）部分，通过讨论课本四张图片及教师补充图片，初步了解克隆这一话题，为学生开展阅读提供背景知识。

2.阅读（Reading）部分，首先通过标题阅读，提示学生注意科技文献和科学术语的阅读策略；随后进入文本阅读，通过问答、填空、选择、判断正误等一些列活动，实现对课文内容的全面理解。

3.读后（Post-reading）部分，通过归纳本课主要内容，提示学生思考科技发展与人文精神的关系，以电影《人工智能》海报作小结，使学生对事物的两面性有更为深刻的认识，帮助其做出合乎逻辑的判断和选择。

二、教学目标1.通过图片讨论提高学生的英语语言表达能力2.掌握阅读科技文献、理解科学术语的阅读技巧3.通过一系列的教学活动，提高学生的综合语言运用能力4.培养学生的逻辑判断能力，使学生具备一定的科技意识和人文精神三、教学方法本课主要采用交际型教学法和任务型阅读法，以学生为主体，结合形式多样的教学活动，提高学生的综合语言运用能力。

Unit3 Science and nature (Brief Teaching Plan)Welcome to the unitScience is developing so fast that sometimes it is beyond our imagination. Mankind has createdmany things and is now ready tocopy himself. In this section, four different pictures are presented to students, each of which showsa successfully cloned anima l. Students are expected to participa.te in a discussion, using what theyknow about cloning to express their own opinions towards cloning. Students are expected to beinvolved in the discussion, practise their spoken English and share their opinions.Step1 Brainstorming1 You may begin this section by first drawing students' attention to the topic of this unit-scienceand nature. Ask them the following questions:Do you think the fast development of science and technology has been good for nature? Why or why not?How should science and nature relate to each other?Do you think that human beings should try to control nature? Should we do anything against the laws of nature? Why or why not?Encourage students to express their own opinions about science and nature. Any reasonable answer is acceptable.2 Tell students that the topic discussed in this unit is 'cloning'. Ask them:What do you know about clones? (A 'clone' is an animal or a plant copied from thecell of another animal or plant. The two animals or plants are exactly the same.That has already been cloned by scientists?3 Show some pictures of the first cloned mammal, Dolly to students. Tell them:Dolly, the first cloned mammal, was created by a Scottish scientist and his group in 1996. Dolly was world famous because she was exactly the same as her mother inappearance and genetically. However, Dolly's existence was controversial and caused widespread discussion about whether humans should use cloning to create largeanimals, like sheep or human beings. Some people believe that cloning can help curemany diseases and save lots of people’s lives. However, others insist cloning is dangerous bothtechnologically and ethically. They think cloning, especiallyhuman cloning, breaks the laws of nature.This is to encourage students' interest in the unit topic, as it may be unfamiliar to most of them. You can have students surf the Internet first or refer to other sources for further information relevant to cloning technology or Dolly. Have students make as many notes as possible.Step2 Sharing information1 Have students read the instructions and study the four pictures one by one. Have them pay attention to the main feature attribute of cloning, which is that the cloned animals or plants are exactly the same as the originals.Picture 1Have students read their notes about Dolly they found on the Internet or other sources to the class.What do you know about Doll只the cloned sheep?∙the world's first cloned mammal∙created by Scottish scientists in 1996∙sparked worldwide interest and concern after its birth∙many countries, including Germany, France, Canada, Switzerland, Austria, Norway and South Afr ica, have banned human cloning since Dolly's birth∙died in 2003 because of lung disease∙there are still many countries doingresearch on cloning technologyPictures 2The female kitten in this picture is called CC, short for Copycat. After they hadtried 188 times, researchers in Texas, the USA produced CC with a cell taken from her mother Rainbow in。

Unit3 Science and nature Word power教材：牛津高中英语 ( 模块五 ) 高二上学期文档内容：教课方案—教课方案单元： Unit 3 Science and nature板块： Word powerThoughts on the design:本课包括“前后缀”和“人体器官名称”两个部分的内容，从语言的价值上来说，前者要更重要一点，学生关于前后缀的掌握状况会直接影响到他们关于词汇句子的理解以致篇章的判断，可是基于学生关于前后缀已经有了相当程度的学习和认识，所以本节主要采取先温故后知新，先总述后拓展的策略进行睁开。

本节设计了比赛环节来刺激学生关于旧词汇的快速回想，并在此基础上增补新的词汇。

关于人体器官功能部分，因为词汇的“技术含量”相对低，相同也是以旧带新，主要重视于学生用英语睁开思想来理解各器官的功能。

本节设计的两个活动，旨在创建一种轻松的讲堂氛围，以兴趣实足的方式让学生掌握并能够运用新学的词汇，并锻炼学生用英语思想的能力。

b5E2RGbCAPTeaching aims:After learning word power, the students will be able to: p1EanqFDPw1. have a better understanding of different meanings of prefixes andsuffixes. DXDiTa9E3d2. have a larger vocabu lary with the help of prefixes and suffixes. RTCrpUDGiT3. use specific words to desc ribe human organs by means of comparison. 5PCzVD7HxA Teaching procedures:Step 1 Lea d in (PPT4-5)1. Ask students to conclude some easy ways to double their vocabu lary accordingto their years ’ of English learning. jLBHrnAILg2. Introduce the intended answ er by providing some examples so that students canbe led to the answer “ By using prefixes and suffixes ” or by “ cloning it ”(just for fun). xHAQX74J0X[Explanation]基于学生已有比较长时间的学习英语的经历，前后缀关于他们来说其实不陌生。