高中英语Unit3Scienceandnature教案牛津译林版必修5

Unit 3Module 5 Science and natureProjectHaving a debateJiangyin No.2 Middle SchoolCai HuiyuTeaching objectives:At the end of the lesson, the students are expected to:1. have a clear understanding of the different attitudes towards human development and nature conservation.2. get more information about GM food and express their opinions about it.3. learn how to debate and have a chance to take part in a debate.4. learn to cooperate and see both sides of one issue.Teaching steps:Step1 Lead inStudents will enjoy a video about the debate “Does Youth beauty need make-up〞 to arouse their interest in debating. At the same time, it serves as an example of a debate. Help Ss understand what a debate is and the benefits of it.Step2Warming up:Exchange ideas with students to know more about them. Meanwhile, topics “Who do you like better,Liang Bo or Zhang Wei?〞“Novel to be included in school textbooks, yes or no?〞“Time talks in learning English?〞are intended to motivate Ss to voice their opinions.Step3 Having a debate------searching for informationTask 1: Read for the gistTask 2: Read for the opinionsTask 3: Read for the conclusionsTask 4: Read and thinkIn this part, the passage Man and nature is used as an example to help students learn howto search forinformation for a debate. Ss in different teams will focus on one paragraph and then share the information. Also, they will be guided to learn how to support an idea and how to make the statement more impressive.Step4 Having a debate------making argumentsRead the passage on page 59 and then talk about the information about GM food. Discuss the questions and try to tell people’s different reactions to GM food. This will help them to get more ideas for debating points.Class are divided in two, and each side will give their pros and cons on the topic. One student serves as a secretary, and at the end of the activity each side will get one representative to give a summary of their point of view. In this way, they learn to cooperate to get more points.Step5Having a debate------on the wayAsk Ss to read the 8 questions to learn how to carry out a debate. With the help of the teacher, Ss will get to know how a debate goes on and how to be a good debater. Students are divided into different teams and guided to take part in the debate with given topic. They will have different roles and be encouraged to take part in the debate.Step6Having a debate-----under wayProvide chances for all the students to take part in a debate. (If time permits, invite some teams to present their debate in front of the class. ment on their performance and award the Best Debater,the Best Team or Voice of English.)Step7HomeworkSs are expected to finish the position based on the debate, which helps develop their ability in writing. Ss are encouraged to search for more information related to the content to broaden their horizons and do mini-debate after class to improve their English.。

Unit 2 The EnvironmentProject Protecting the Yangtze RiverTeaching aims1) Let the student know our mother river.2) Let them know the importance of protecting the Yangtze River and our environment Teaching key pointsKnow the problems the Yangtze River has, find out the causes and the measures should be take.Teaching methods1) Listening to get the general idea2) Ask and answer3) WritingTeaching aids1) A tape recorder2) A computerProceduresStep 1 lead inShow the students pictures of the Yangtze River. Then ask them questions.Do you like the Yangtze River?Why is it important in our country?Let’s divide the class into four groups. Then try your best to tell about the Yangtze River as much as possible. The group which has more ideas will be the winner. Competition:GROUP A:GROUP B:GROUP C:GROUP D:1. Basic knowledge:How many provinces does it run across?How long is the Yangtze River?Please give the names of the three longest rivers in the world?Where is the source of the river?How long is the river navigable by oceangoing vessels?What are the three gorges?Would you say something about them?Where is the Three Gorge Dam?How long is the Three Gorge Dam?How high is the Three Gorge Dam?Do you know anything more about the Three Gorge Dam?2. Match the pictures with the names:Please give the names of the bridges over the river as many as you canPlease give the names of the rare fishes in the river as many as you can. Please give the names of famous cities along the river as many as you canStep 2 listeningNow since you have some knowledge about Yangtze river, listen to the tape and tell what the passage is talking aboutStep 3 readingThis time I want you to read the passage carefully and do the exercises below: 1) Answer the questions:1. Why do the environmental problems of the Yangtze River draw people’s attention at home and abroad?Because it is the third longest river in the world and home to a diverse range of fish and animals while many people depend on it for drinking water.2. What has caused the pollution of the Yangtze River?Rapid agricultural and industrial development plus huge population growth has resulted in the rising amount of water taken from the river, and the waste being put back into the river.3. What bad effects has it had on the ecology of the area?Unsafe drinking water which has led to healthy problems for people living near theriver and killing many plants and animals.4. What have been done to deal with the problem?Environmental organizations and projects have been set up to deal with the problem. 5. What has The Green River Organization done?It educates and advises people on the importance of protecting this great river. It watches the river. It stops the illegal hunting of animals.6. What has the government done to deal with water and soil preservation?Two special government projects are also under way to protect the river ,Which work out possible solutions to the many problems, such as the water and soil preservation. result in farmers replacing the crops on their farmland with trees or grassland, and set up a nature reverse for white-flag dolphins7. What has the government done to save white-flag dolphins?The reserve was set up on the lower reaches of the river in Zhenjiang. Boats are prohibited from entering this area in order to keep the dolphins safe.8. What is the good news for the river?People have finally realized that it is their responsibility to protect this great river2) Fill in the formStep 4 language pointsNow we are familiar with the passage, let me explain some key language points for you.1. As the third longest river in the world, it is clear to see why the environmental problems of Yangtze River have raised concern both nationally and internationally. raise 引起；造成His absence raised fears about his safety. 他的不在引起人们对他安全的担心。

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。

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。

牛津译林版高中英语必修五Unit 3 Science and natureProject教案man and natureTeaching aims1.Improve students’ ability and provide practice2.Master and use some useful words and expressions3. Have a debate to express and support your opinionsProcedures:step 1 leading in1. Appreciate some film pictures about “man versus nature”2. Ask and answer some relevant questions such as:Are you afraid that something similar may happen in the future?What’s your opinion towards the relationship between human beings and n ature?step 2 reading1. Listen to the tape then give out the gist of each paragraph2. Read again then answer some questions such as:1. What have people done to nature?2.If we continue in this way, what might happen?3. Which is more important, economic development or protecting nature?4. Do you think the problem of humans winning and nature losing can be settled? If so, can you suggest some solutions?step 3 Introduce the project1. Planning•Choose a topic that interests you•Split into For and Against•Assign roles and tasks•Use different medias to search for relevant information2. Preparing•Discuss the collected information and tick the strong points to be the start and the end.•Make a list of all your points.•Think about the opposite points and think about how to argue against them.3. Producing•Practise in your group to check everyone’s task.•Practise many times to make it better.•Decide the time of each section.4. Presenting•Present the debate in front of class.•Display your research on the wall when debating.•Make rules of winning before the debate and check which group wins at the end. step 4 HomeworkWrite an essay on any topic that you’re interested in by using the techniques you learned from a debate.。

Unit 3 Science and nature projectteaching aims1.Improve students’ ability and provide practice2.Master and use some useful words and expressions3. Have a debate to express and support your opinionsprocedures:step 1 leading in1. Appreciate some film pictures about “man versus nature”2. Ask and answer some relevant questions such as:Are you afraid that something similar may happen in the future?What’s your opinion towards the rel ationship between human beings and nature? step 2 reading1. Listen to the tape then give out the gist of each paragraph2. Read again then answer some questions such as:1. What have people done to nature?2.If we continue in this way, what might happen?3. Which is more important, economic development or protecting nature?4. Do you think the problem of humans winning and nature losing can be settled?If so, can you suggest some solutions?step 3 Introduce the project1. Planning•Choose a topic that interests you•Split into For and Against•Assign roles and tasks•Use different medias to search for relevant information2. Preparing•Discuss the collected information and tick the strong points to be the start and the end.•Make a list of all your points.•Think about the opposite points and think about how to argue against them.3. Producing•Practise in your group to check everyone’s task.•Practise many times to make it better.•Decide the time of each section.4. Presenting•Present the debate in front of class.•Display your research on the wall when debating.•Make rules of winning before the debate and check which group wins at the end. step 4 HomeworkWrite an essay on any topic that you’re interested in by using the techniques you learned from a debate.。

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。

2019-2020年牛津译林版高中英语必修五unit3 Science and nature 教案Wele & Reading (P41—45)1.announce sth. to sb. 通知某人某事make an announcement出通知（have an announcement tomake）It is announced/given out that…据通知/宣布2.clone the first human embryo 克隆第一个人类胚胎the world’s first cloned mammal 世界第一例克隆的哺乳动物3.on the one hand …on the other hand…一方面….另一方面(for one thing…for another一则…再则)4.toy with nature 戏弄自然5.be on the way to producing a real-life monster 就会(即将)制造一个真正的怪物6.the first mammal to be cloned successfully from an adult cell第一个由成年动物细胞成功克隆的哺乳动物the first to clone human baby 克隆人类的第一人（不定式修饰含序数词的名词，作定语）7.at a much younger age than normal 比正常年纪小得多It’s normal for sb. to do sth. 对某人来说做某事是正常的; return to normal 恢复正常8.in general= generally (speaking)=on the whole 一般说来9.be praised for their wonderful scientific advance 因他们杰出的科学进步而被称赞; praise sb. forsth.因某事而赞扬某人; in praise of sb/sth 赞扬; praise sb highly=sing high praise for… 高度赞扬…speak highly of …10.be shocked to do sth./at sth./that…对…感到震惊Sth came as a shock to sb 某事让某人惊愕。

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。

牛津译林版高中英语必修五Unit 3 Science and nature 教案ProjectTeaching aims:After learning Project, students will be able to1.search for relative informatione up with good points by reasonably dealing with the information3.argue and argue against4.take nature more seriously5.learn the importance and necessity of cooperatingTeaching procedures:Step 1 Lead in (PPT4)1.Briefly review the previous lessons about cloning.2.Relate them to the theme of the unit—Science and nature. Lead students to think about therelationship between them. Tell students: How far science can go depends on humans.Science is the tool of humans against nature.3.There has been much argument about the relationship between man and nature. -----concept of “DEBATE”.Step 2 About debate (PPT5-8)1.Definition. A debate is a formal argument or discussion of a question eg. at a public meetingor in Parliament, with two or more opposing speakers, and often ending in a vote.2.Why having a debate. Through having a debate, students can learn to think more thoroughlyabout one issue and will be clearer about it. Of course students’speaking ability will be improved greatly, etc.3.To have a debate, what preparations should be made?Step 3 Guidance on procedures (PPT9-13)1.Planning1) Grouping. Divide the whole class into 12 groups.2) Topic: man and nature3) Information searching. Where to find information.By interviewing or reading.→ eg. (brainstorming) What have humans do to benefit of harm nature?4) Sample reading. Read the article on page 58.2.PreparingHow to deal with the information?1)Make a list of the points that your group comes up with.●Ask students to make a list of how human development has harmed natureaccording to P58.2)Make a list of the points that you think the opposite members will think of and get readyto argue back.●Ask students to make a list of how nature has held back the development of humans.3)Ask student to have a discussion with their group members and make a list of theirpoints. The more, the better.4)Ask students to decide what information to start their debate. Usually the openingdebate comes as a short speech, stating clearly their position.5)Oral reports.3.Producing1)Play a short video to show what a real debate is like and what students should payattention to while doing a debate such as manners, points and voices.2)Ask students to practice their debate after class and get prepared before coming back.4.Presenting/ debateA 5-minute debate on the theme of man and nature to see if students have known what todo and how to do.Step 4 Homework (PPT14)1. Read the passage on page 59 about GM food2. Collect as much information as possible about GM food.3. Make a pro and anti list, prepared for a coming debate.。