2013年下期高二英語(譯林牛津版)模塊五Unit3教案

1、Module5 Unit3 Science and nature M5U3 Science and nature Period1 Welcome to the unitTeaching Objectives1. To arouse students interest in the unit topic 2. To help students know more about cloning technology3. To encourage students to participate in the discussion relevant to cloning.Teaching Importa

2、nt Points and difficulties1. Make sure that students can have the basic knowledge about cloning.2. Make sure that each student can hold their own opinions towards cloningTeaching MethodsBrainstorming, group work and discussion.Teaching AidsMultimedia like PPT Teaching ProceduresWrite it below this t

3、able with detail StepsTeaching RecordsWrite it at the back of the plan to save paperHomework Prepare for the reading text by reading and learning the language focus part in GB M5U3 Part One (P65-P67)Step1 Brainstorming1. Ask students to read the title of the unit Science and nature. Ask students the

4、 following questions: Do you think there is conflict between science and nature?What might the conflict be?2. Show a picture of the first cloned mammal, Dolly. Give some introduction about the creation of Dolly. Tell students this new technology is called cloning, which produces an exact copy of an

5、animal or a plant from its own cells. 3. Lead students to learn the unit while thinking about the relationship between the title of the unit Science and nature and cloning technology.Step2 Sharing information Show the four pictures one by one, each of which shows a successfully cloned animal. As to

6、the four pictures, we conduct the following activities. 1. Interview one student about his feeling towards cloned animals by asking the following three questions: If you happen to have a cloned cat, how would you feel? What if another cat with the same appearance comes to you?What if more cats with

7、the same appearance come to you? (shocked and scared)2. Interview another student about his feeling towards a “cloned him”. Then ask the other students if they would like to see a “cloned him” and why.Step 3 DiscussionGet students to form groups of four or six to discuss the further questions: 1. Fr

8、om just these pictures, can you identify the differences between the cloned animals and normal ones? 2. In your opinion, what might be the differences between these cloned animals and normal ones? Can these animals lead a normal life as normal animals?Period2 Reading1 ComprehensionTeaching Objective

9、s1. To think more about the relationship between science and nature.2. To describe some items and atmosphere with scientific terms.3. To express their opinions on cloned animals and humans as well.4. To develop an interest in doing more reading and research on the topic.Teaching Important Points and

10、 difficulties1. Reading strategy and reading skills.2. Some difficult sentences with structures .Teaching MethodsFast reading, careful reading, discussion, individual, pair work and group work .Teaching Aids1. Basic teaching tools 2. Multimedia Teaching ProceduresWrite it below this table with detai

11、l StepsTeaching RecordsWrite it at the back of the plan to save paperHomework 1. Finish Exx.and in GB (P72). 2. Learn the language points in GB (P68-70).Step1 Lead- in Encourage students to share their sources relevant to cloning technology with the whole class. Tell students that cloning has been t

12、he subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates between scientists, politicians and public.Step2 Reading strategy1. Get students to go through the reading strategy, and make sure that everyone of them understands how to work out th

13、e meaning of these scientific terms.Step1Begin by reading the first and last paragraphs for an idea of what the article is about.Step2Scan the body of the article circle any words you do not now. Question things you do not understand or that do not appear to make sense.Step3Read through the article

14、a few times.2. Useful phrases in Reading strategy: come across, in order to, as a whole, appear to, make sense make sense, etc.3. Ask them to find out the scientific terms in the reading passage:Cloning, a cloned human baby, embryo, tissue, mammal, cell, etc.Step3 First readingMain ideaAsk students

15、to refer to the reading passage and find out the main idea. The reading passage is made up of a newspaper article about cloning and two readers letters. We will be given information about how cloning is being researched and the different attitudes towards it.Step 4 Second readingUnderstanding scient

16、ific termsAsk students to circle the unfamiliar words or things they do not understand while second reading. (For example: embryo, tissues and organs, interfere with nature, etc)Step 5 Third readingDetailed information Ask students to read only the article carefully, and finish the following exercis

17、es:1. What are the different attitudes towards the success of cloning a human embryo? On the one hand (valuable tissues and organs can be produced and be used to save human lives) On the other hand (human beings may be on the way to producing a real-life monster) Some people consider that (cloning h

18、uman embryos with the intention to destroy them shows no respect for human life.)2. Who are the persons in the article related to cloning?3. Ask students to read the two letters carefully, and judge whether the statements are True or false:Pauline Carter thinks: 1. the nature will pay back if we toy

19、 with nature. ( ) 2. we should clone fewer babies to reduce Earths population. ( ) 3. the lady who cannot have a baby can adopt an orphan, but not have a cloned baby. ( )Colin Jake thinks: 1. the news that the first human embryo has be cloned successfully is very terrible. ( ) 2. scientists have suc

20、ceeded in challenging questions of morality. ( ) 3. human cloning is a good way to save her daughter who has died. ( )Step 6 Further discussion 1. Help the students to find out the answers to C1, Page 44.For cloningAgainst cloning1. produce valuable tissues and organs that could be used to save huma

21、n lives1. may produce areal-life Frankensteins monster2. help those who are unable to have children2. cloning shows no respect for human life4. help those who want to clone their dead children4. human life would no longer be unique5. we should be having fewer babies in order to reduce Earths populat

22、ion, not cloning more2. Understanding the scientific terms and reinforcing the comprehension of the text, students are got to form groups of four or six to discuss the further questions:(1) Do you think it would be easy for the cloned baby to accept his/ her social identity as a cloned human being?(

23、2) What would the person that had the original cell feel about the cloned baby?(3) Think about the relationship between the title of the unit and cloning technology. 3. Finish the Exx D& E in groups and then check their answers.Period 3-4 Reading : Language FocusTeaching Objectives1. To grasp th

24、e usage of some important words and expressions.2. To practice some important drills and sentence structure.Teaching Important Points and difficulties Important words, phrases and drills of the text as below:Be on ones way to, point out, toy with, in general, praise sb for sth, use up, consider doin

25、g, with the intention of , show no respect for, die young, push ahead with, comment on, go against nature, succeed in doing, on the one hand, on the other hand, concentrate/focus on, point of view, feel sorry for, in complete agreement with, after all.Teaching MethodsExplanation, practice and other

26、activities like group competitionTeaching Aids1. Basic teaching tools 2. Multimedia Teaching ProceduresWrite it below this table with detail StepsTeaching RecordsWrite it at the back of the plan to save paperHomework Period 3: Finish GB Part1: 詞匯通關(guān)+跟蹤檢測Period 4: Discuss mistakes in GB and collect di

27、fficulties of the text books.Step1: Demonstration (SB Part F)Ask Ss to demonstrate their dialogues for Part F in groups. Step2: Read and learnAsk some students to read the important paragraphs of the text. Explain some difficulties in the text with the help of GB. Make sure that most of the students

28、 can read and master the usages of the new knowledge. Step3: Practice 1. Practice with exercises in SB Workbook. Part A1& A2, Page 106 and GB Part 2.2. Emphasize difficulties and practice more to consolidate the points. Explain: for sale, want badly to, raise someone else child, focus on,etc.Add

29、itional materials:PhrasesExplain the underlined words and make a sentence according to the picture given.1. If mankind toy with (戲弄， 把當(dāng)兒戲)nature in this way, we may be on our way to （某事即將發(fā)生）producing a real-life Frankensteins monster (do something with a firm desire)是介詞，后接名詞或動名詞eg. He is on his way

30、to becoming a famous singer.2. Im anxious to have a child of my own. of ones own 某人自己的3. In China, scientists have focused their efforts on cloning animals, as well as cloned tissues to be used in medical treatmentFocuson= concentrateon4. China has succeeded in producing clones of cows and goats.Suc

31、ceed in doing sth 成功做了某事 fail to do sthStructures1. to be cloned successfully from an adult cell (L9, P42) 動詞不定式的被動結(jié)構(gòu)作定語，修飾名詞詞組the first mammal，此處也可用不定式的完成被動式，或直接用過去分詞。1) Dolly was the first mammal to have been cloned from an adult cell. She was the first mammal to be cloned successful from an adult

32、 cell.（譯文同上。）Dolly was the first mammal cloned from an adult cell. （譯文同上。）多莉羊是用成體細(xì)胞克隆的第一頭哺乳動物。注意：此處之所以三者可以互換，是由于被修飾的名詞（mammal）前帶有序數(shù)詞the first的緣故。2) The first textbook to be published / to have been published / published for teaching English in China appeared in the late 19th century. 為在中國教授英語而出版的的一本

33、教科書出現(xiàn)在19世紀(jì)末期。下文中“（Line 32）stem cells to be used in medical research”，此處劃線的動詞不定式作定語，表示“將”，不可象上例中那樣改寫。試比較：a bridge to be built over the river 即將興建的橋 （將來） a bridge built over the river 3 years ago 建于3年前的橋（過去，已經(jīng)） a bridge being built 正在新建的橋 （正在）2.,as well as cloned tissues to be used in medical treatmen

34、t.(Line 30)不定式做后置定語修飾tissues, 與被修飾的名詞構(gòu)成被動、將來的關(guān)系。2. I think the scientific advances mentioned in your article are fantastic! (Line 45) 過去分詞做后置定語，修飾advances。Period 5 Word powerTeaching ObjectivesTo enlarge Sss vocabulary by adding the suffix and prefix to the root.To help Ss recognize the organs of ou

35、r body.Teaching Important Points and difficultiesLearn words and expressions in this part.Teaching MethodsExplanation, practice and other activities like group competitionTeaching Aids1. Basic teaching tools 2. Multimedia like PPT 3. GB (學(xué)海導(dǎo)航)Teaching ProceduresWrite it below this table with detail

36、StepsTeaching RecordsWrite it at the back of the plan to save paperHomework GBPart2 Language focuses of word power 考點(diǎn)精析Step1 Brainstorming: 1. Before beginning this section， first review what students know about the formation of words. Write the following words on the blackboard:able agree appear le

37、ad novel responsible respect 2. Then tell students that they are going to hear several questions: To answer the questions，you need to use the words on the blackboard to help you，but you need to add some letters to the words:· You cannot find your new pen. What happened it? (If disappeared.)

38、83; You want to get the book on the top shelf but you are not tall enough. Do you think you will be able to reach it? (I am unable to do so.) · . The groups at the meeting didn't agree with each other. They argued fiercely. What is the problem between them called? (Disagreement.) · Man

39、y people respect Mr Li and think he is a good man. He helps people out and is a good citizen and friend. Can you think of a word to describe Mr Li? (Respectable.) · Miss Wang has published several books. She loves her job-writing novels. What is Miss Tang's occupation? (She is a novelist.)

40、· If someone lacks a sense of responsibilit如 what word can we use to describle him? (Irresponsible.) · Some advertisements say that if you take their pills，you will be healthy and look younger， become smarter and sleep better. What can you say about this kind of advertisement? (It is misle

41、ading.) Use colour chalk to write the prefixes and suffixes that need to be added to the words on the blackboard. Have students think about what these prefixes and suffixes mean. 3. Encourage students to read the words in Prefixes and suffixes, Page 46. 4. Finish the exercise on Page 46.Step2 Organs

42、 of the body1 Have students look at the pictures of the major organs of the body in Part A on Page 47. Tell students that an organ is a part of the body that has a special job to do. Make sure that students can pronounce the name of each organ correctly and know what these names refer to. 2 Have stu

43、dents focus on Part B. Tell students to read the passage individually first. Make sure that they understand the passage. Afterwards，have students complete the passage individually， then check the answers as a class. Period 6 Grammar Study -Verb-ed formTeaching Objectives1.Learn the usage of verb-ed

44、form and verb-ed phrases2.Learn the difference and usage of verb-ing and verb-ed as adjectivesTeaching Important Points and difficultiesDevelop the students ability of solving problems containing such grammar phenomenon. Teaching MethodsExplanation, practice and other activities like group competiti

45、onTeaching Aids1. Basic teaching tools 2. Multimedia Teaching ProceduresWrite it below this table with detail StepsTeaching RecordsWrite it at the back of the plan to save paperHomework GBPart2 語法要覽+語法專攻Step1 Lead-in1. Verb-ed form can be used like an adjective or an adverb in a sentence serving as(

46、充當(dāng)) attribute(定語), predicative(表語) and object complement(賓語補(bǔ)足語)2. When the verb-ed form is used as an attribute, it can be changed into an attributive clause. The verb-ed form can also be used as an adverb modifying(修飾) some verbs such as stand, sit, lie etc. to show the two actions happening at the

47、 same time.3. Please identify the parts of speech(詞性) of the verb-ed form in different sentences1) The handwritten notes are from jack.2) The kidnappers were using a stolen car. 3) A dark-haired man went into the room.4)The cake was left untouched on the table.5) The girl lay trapped under the wreck

48、age(船舶殘骸).Step2 the usage of verb-ed formThe functions of verb-ed form1. attribute(定語)1) A single verb-ed can appear before or after a noun modifying the noun like an adjective. It can be changed into an attributive clause.We should drink boiled water. = We should drink water which has been boiledTh

49、ey took the injured woman to the nearby hospital at once.= They took the woman who was injured to the nearby hospital at once.The name mentioned in the letter was unknown to me. = The name which was mentioned in the letter was unknown to me.2) Generally speaking(一般說來), the verb-ed form of transitive

50、 verbs(及物動詞) expresses passive meanings while the verb-ed form of intransitive verbs(不及物動詞) expresses active and past meanings. Some verb-eds before nouns can express past meanings, such as escaped, retired and fallen.the escaped criminal逃犯 the developed countries發(fā)達(dá)國家 the retired scientist fallen le

51、aves 落葉 the risen sun升起的太陽 (past)a widely used language the highly praised scientist the exploited classes 被剝削階級 (passive)3) A verb-ed can be part of a compound(復(fù)合詞) with an adverb or a noun before it.a so-called professor 一個所謂的教授 homemade pizza 自制的比薩餅a well-accepted idea 廣泛接受的想法 a highly-respected

52、professor 極受尊重的教授a well-paid job 報(bào)酬頗豐的工作 underdeveloped regions 不發(fā)達(dá)地區(qū)handmade furniture 手工制作的家具Step3 Practice and learn1. Try to complete Part A and Part B on text books page 492. Emphasize some language points in the text as below:Find out the truth, in the field of, challenging profession, give up

53、, the other day, come back from work, tooto, make decisions, replace, match, worth, etc.Period 7 Grammar Study & Practice of Verb-ing form as a nounTeaching Objectives1. To recognize the usage of verb-ed phrases used as the adverbial.2. Verb-ing and verb-ed used as adjectives.Teaching Important

54、Points and difficultiesThe understood subject of verb-ed.Teaching MethodsExplanation, practice and other activities like group competitionTeaching Aids1. Basic teaching tools 2. Multimedia Teaching ProceduresWrite it below this table with detail StepsTeaching RecordsWrite it at the back of the plan

55、to save paperHomework Finish Parts C1 and C2 on page 108 in WorkbookStep1 Lead-inShow the following sentences on the screen, ask the students to guess the usage of the Verb-ed form:1) She left the restaurant, disappointed.2) Heated, water changes into steam.Step2 The usage of verb-ed phrasesA verb-e

56、d phrase is actually a verb-ed followed by an object or /and adverbial. The verb-ed phrases can be used as the adverbial(狀語) to express the time, the reason and condition1. A verb-ed phrase can be a verb-ed on its own. It can also be followed by an object and/or adverbial.4) The girl was sent to the

57、 hospital, seriously injured.5) The girl was sent to the hospital, seriously injured in the car accident.2. Passive verb-ed phrases can express time, reason and condition. We can use adverbial clauses(狀語從句) to rewrite the phrases.1) timeSeen from the hill, the park looks very beautiful.= When the park is seen from the hill, it looks very beautiful.When completed, the museum will be open to the public.= When it is