Unit3 Science versus nature全单元表格教案.docx
- 文档编号:30700209
- 上传时间:2023-08-19
- 格式:DOCX
- 页数:22
- 大小:23.99KB
Unit3 Science versus nature全单元表格教案.docx
《Unit3 Science versus nature全单元表格教案.docx》由会员分享,可在线阅读,更多相关《Unit3 Science versus nature全单元表格教案.docx(22页珍藏版)》请在冰豆网上搜索。
Unit3Scienceversusnature全单元表格教案
课题
Unit3Scienceversusnature
课时
9-1
Welcome
主备人
Swan
授课时间
教学目标
Enablethestudentstoknowsomethingaboutcloning,andgivetheirownopinionsaboutcloning.
Helpthestudentslearnhowtodescribetheadvantagesanddisadvantagesofhumancloningwiththetargetlanguage.
教学重、难点
Talkaboutcloningandhumancloning.
Howtodescribetheadvantagesanddisadvantagesofhumancloning.
教、学具
Aprojector.
预习要求
教师活动内容、方式
学生活动内容、方式
旁注
StepILead-in
Walkintotheclassroomwithasadface.
T:
Goodmorning,class.
Ss:
Goodmorning,MissWang.
T:
What’sclone?
S1:
Cloningisoneofthemostpopulartechnologiesinthe20thcentury.
T:
Whatothertechnologiesdowehaveinrecentyears?
S:
Maybethemostinfluentialtechnologyiscomputerscience,whichhascontributedalottooursocietyinmanyfields.Now,formostofus,wecan’tlivewithoutcomputers.
T:
Youareright.Justnowyoumentionedcloning.Nowlet’sseesomepictures.
Showthepicturesonthetextbookonthescreen.
StepIIWelcometotheunit
T:
Herearesixpictures.Theyareallclones.MaybeallofyouarefamiliarwithDolly,aren’tyou?
Ss:
Yeah.
T:
WhereandwhenwasDollyborn?
Isshestillalive?
WhocangiveussomeinformationaboutDolly?
S:
DollythesheepwasbornonFebruary24,1997inEdinburghScotland.Shewasclonedfromacellofanothersheep.DollydiedinFebruary,2003,afterdevelopingaprogressivelungdisease.
StepIIIDiscussion
DealwiththequestionsinactivityF.
Severalminuteslater,asksomepairstodemonstratetheirconversations.
Wecan’tattempttochangesomethinginthenature,orwe’llbepunished!
Soweshouldtryourbesttobuildasocietyinharmonywithnatureinsteadofagainstnature.
StepIVHomework
PreviewthetextonP42.
SearchtheInternetforinformationaboutcloning
课题
Unit3Scienceversusnature
课时
9-2
Reading
主备人
Swan
授课时间
教学目标
Enablethestudentstolearndifferentopinionsoncloning.
Helpthestudentstolearnhowtounderstandscientifictermsandanalyzethepassageaccordingtothereadingstrategy.
教学重、难点
Howtounderstandthewriter’spointofview.
Howtounderstandthescientificterms.
教、学具
Ataperecorder,aprojectorandacomputer.
预习要求
workbook
教师活动内容、方式
学生活动内容、方式
旁注
StepIRevision
Checkthehomework:
AsksomestudentstosharetheirinformationaboutcloningfoundontheInternet.
StepIILead-in
T:
Good.Ithinkyoureallydidalotofworkafterclass.Thankyouverymuch.TodayIwouldliketointroduceafamousguytoyoufirst.Lookatthescreenplease.
ShowapictureofFrankensteinmonsteronthescreen.
StepIIIPre-reading
Inthisprocedure,studentswilldofastreadingandanswerthequestionsinactivityA.
After2minutes,askstudentstoreporttheiranswers.
Suggestedanswer:
1.Thearticlegivesboththeanti-andpro-cloningpointofview.
2.ItsnamewasDolly.
3.Obviouslysheisanti-cloning.
StepIVSkimming
Inthisprocedure,encouragethestudentstodeveloptheirpredictiveskillbyreadingthebeginningandtheendingtoguessasmuchastheycanaboutthepassageandunderstandthemeaningofthetextasawhole.
StepVScanning
Whilescanning,theteachershouldplaythetapeforthestudents.Thestudentschecktheirpredictionsandbuildanoutlineofthetextintheirminds.
After3minutes,checktheanswers.Askseveralstudentstotellthemainideaofeachparagraph.
Thenshowthefollowing.
Paragraph
Mainidea
Para1
Anannouncementabouthumanembryocloningwhichhascausedmuchdebate
Para2
ExplaincloningasawonderfulscientificbreakthroughandgivetheexampleofDolly
Para3
Dolly’screator’sopinionabouthumancloning
Para4
Asaleswomansupportscloningverymuchforherpersonalpurpose.
Para5
Somescientistsarepushingaheadwiththeresearchtoclonehuman.
Para6
TheachievementsofChinaoncloning.
3minuteslater,checktheanswer.
T:
NowlookatactivityC2,findthereasonswhypeoplearepro-oranti-cloninginthearticleandletters.
Suggestedanswers:
Pro-cloning
Anti-cloning
1.Producevaluabletissuesandorgansthatcouldbeusedtosavehumanlives.
1.Mayproduceareal-lifeFrankenstein’smonster.
2.Createnewtissuesandorgansthatcouldbeusedtocurediseaseslikecancer.
2.Couldcreatemorediseasesintheanimalworld.
3.It’sawonderfulscientificbreakthrough
3.It’simmoralandshowsnorespectforhumanlife.
4.Thosewhocannothavebabycanhaveaclonedbaby.
4.Couldonedayendupreplacinghumanbeings.
5.ThehumanraceisusingupEarth’sresources.
T:
NowI’msureyouhavegotanideaofthetermsyoudon’tunderstandatfirst,haven’tyou?
Nowlet’sdoactivityD.
StepVIIIHomework
Afterclass,please
1.reviewthetext
2.retellthereasonsforpro-andanti-cloninginyourownwords
3.finishactivityB1onPage107
课题
Unit3Scienceversusnature
课时
9-3
Vocabulary
主备人
Swan
授课时间
教学目标
Helpthestudentslearnhowtoguessthemeaningsofwordsbylookingattheirprefixesandsuffixes.
Enablethestudentstounderstandthemeaningsofsomeprefixesandsuffixesandlearntheorgansofhumanbody.
教学重、难点
Learnwordformationwithprefixesandsuffixes.
Howtousetheseprefixesandsuffixes.
教、学具
Aslideandacomputer.
预习要求
教师活动内容、方式
学生活动内容、方式
旁注
StepIRevision
ChecktheanswerstoactivityB1onPage107.
Fromtheexercise,weknowthatawordoraphrasecanhaveseveraldifferentmeanings,andtherearemanywordsliketheminEnglishlanguage,sowehavetolearntousetheEnglish-EnglishdictionarytostudyEnglish.Weshouldlearntoparaphrasesomewordsandsentences,namely,weshoulduseEnglishtoexplainEnglish.
Askseveralstudentstoretellthereasons.
StepIILead-in
T:
Wetalkedaboutcloningyesterdayandyouallexpressedyouropinionsaboutit.Weknowcloningtechnologyisoneofthescientificachievements.Nowpayattentiontothetwowords.Whocantellmehowthetwowordsareformed?
Write“scientificachievement”ontheBb.
S1:
“Scientific”istheadjectiveformof“science”.
S2:
“Achievement”isthenounformof“achieve”.
StepIIIPrefixesandsuffixes
T:
Now.I’llshowyousomeprefixesandsuffixes.Lookatthescreenplease.
Intheperiod,studentsshouldtrytheirbesttograspthemeaningsofprefixesandsuffixesshowedonthescreenaccordingtotheteacher’sexplanation.
Prefix
Example
Meaning
anti-
anti-cloning
against,opposeto
dis-
disappear
not,oppositeof
in-
incorrect
not,without
il-
illegal
im-
immoral
ir-
irresponsible
pre-
preview
early,before
pro-
pro-cloning
infavorofsupporting
re-
recreate
against
un-
unfair
not,oppositeof
co-
co-operation
together,dotogether
de-
decrease
reduce
mis-
misunderstand
badwrongnot
trans-
transport
acrossbeyondintoanotherplace
tele-
telephone
overalongdistance
fore-
foretell
beforeinadvanceof
ex-
ex-wife
former
sub-
subway
under
over-
overwork
toomuch
under-
underground
below
inter-
international
between
Suffix
Example
Meaning
-able
comfortable
worthyof,abletodo
-ful
cheerful
fullof,characterizedby
-ist
scientist
someonewhodoessomething
-less
hopeless
without
-ment
agreement
indicateastateorcondition
-ness
dryness
indicateaqualitystateorcharacter
-ee
employee
personaffectedby
-er
teacher
personorthingthatdoes
-ation
transportation
actionorconditionof
-ish
foolish
Swedish
languageorpeopleofthenationalityof
-ive
active
explosive
connective
havingthequalitiesorqualityof
-ous
dangerous
poisonous
glorious
havingthequalitiesorcharacterof
-ship
ownership
leadership
professorship
status,office,profession
-ward
homeward
towards
inthedirectionof
StepVHomework
T:
Ifyouareinterested,youcanfindoutthenamesofothermajorpartsofthebodyfromyourbiologyteacherandthenchecktheirnamesinyourdictionary.Homeworkfortoday:
FinishactivitiesA1andB2inyourWorkbook.
课题
Unit3Scienceversusnature
课时
9-4
Grammar
主备人
Swan
授课时间
教学目标
Helpstudentslearnhowtorewritesentencesusingverb-eds.
Learntheusagesofverb-edform.
教学重、难点
Learnthedifferencesbetweenverb-edandverb-ingusedasadjectives.
教、学具
Aprojectorandsomeslides.
预习要求
workbook
教师活动内容、方式
学生活动内容、方式
旁注
StepIGrammar
Inthisprocedure,givesomeexplanationabouttheusagesoftheverb-edformandaskstudentstoanalyzesomesentencestoconsolidate.
1.Averb-edformisusedasattributeinfrontofanounorbehindanoun,whichcanbereplacedbyanattributiveclause.
e.g.IfIhadachance,Iwouldhaveaclonedbaby.
IfIhadachance,Iwouldhaveababywhoiscloned.
2.Averb-edformisusedaspredictivetoexpressthestateofthesubject.
e.g.Iwaspleasedatthenews.
Thedoorremainedlocked.
3.Averb-edformisusedasobjectcomplement.
过去分词可以在see,hear,notice,watch,keep,find,get,have,feel,want等动词后与名词(代词)构成复合宾语。
e.g.Shefoundthedoorlocked.
He’sgoingtohavehishaircut.
4.Averb-edphraseisusedasadverbialmodifiertoexpress:
shewrotealettertothenewspaper.
c.条件
e.g.Givenmoretime,wecoulddoitmuchbetter.
Ifweweregivenmoretime,wecoulddoitmuchbetter.
d.让步
e.g.Beatenbytheoppositeteam,theplayerswerenotdiscouraged.
Thoughtheplayerswerebeatenbytheoppositeteam,theywerenotdiscouraged.
e.伴随
e.g.Sheturnedaway,disappointed.(过去分词可以单独充当状语)
Showthefollowingonthescreen.
1.Weuseverb-ingtoexpresstheactivevoicewhileweuseverb-edtoexpres
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- Unit3 Science versus nature全单元表格教案 nature 单元 表格 教案