模块5 Unit 3 Science versus nature备课笔记.doc

M5U3 主备人 丁佳园 执教人 授课日期 班级 总课题 M5U3 总课时 分课时 1 课型 新授 课题 M5U3 Welcome to the unit 教学目标 think more about the relationship between science and nature. describe some items and atmosphere with scientific terms. express their opinions on cloned animals and humans as well. develop an interest in doing more reading and research on the topic. 教学重点 Words , phrases and sentence patterns 教学难点 Practical usage 教具 Blackboard , slides and handouts 教学内容 教法学法 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”。 [Explanation] 用一段有关增高术的听力引入主题，主要是考虑到这一切入点与实际生活较为贴近，比较容易让学生有话说，作为人类利用科学对自然的东西做出改变的一个典型例子可以顺其自然得引入本课主题。 Step 2 Science versus nature (PPT 8) Explain the word “versus” ( Two sides are against each other) Brainstorming. Ask students to think of other cases in which science goes against nature? The teacher can introduce some new vocabulary like GM food and plastic surgery which might be useful in later teaching. Show some pictures to help them better understand these things. Suggested answers: GM food, cloning, dams, artificial rainfall, organ transplant, air-conditioner, cloud seeding, plastic surgery, euthanasia, etc. Allow students some time to have a light discussion on advantages and disadvantages of any of the above cases. In terms of science versus nature, what do you think the relationship between science and nature should be like? (Both advance in harmony) [Explanation] 本节将主题定位在“科学对抗自然”，让学生了解了这一关系后，用头脑风暴的形式让学生从增高术联想起更多的现实生活中能体现这一关系的案例，如转基因食品，人工雨等。 Step 3 Cloning (PPT 9-11) Display pictures of Dolly and normal sheep on the screen. Tell them Dolly is a cloned sheep. But it looks no different from normal sheep. Show more pictures of cloned animals ( cloned calves, pigs, monkey and mule). Their names can be introduced here, which might arouse students’ more interest. Introduce the concept of “copy”. Ask the students to think about this question: Are cloned animals exactly the same as the “mother animals”？ （They may have the same appearance but their physical qualities can be very different. Many cloned animals died at a much younger age than average.） Interview one student about his feeling towards cloned animals by asking the following three questions: 1) If you happen to have a cloned cat, how would you feel? (excited) 2) What if another cat with the same appearance comes to you? (surprised and more excited) 3) What if more cats with the same appearance come to you? (shocked and scared) 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. Girls versus boys. Ask students to have a 2-minute debate on whether it would be a good idea to clone humans some day. [Explanation] 本节将讨论的重点转向克隆。通过图片展示的方式让学生对克隆动物有个感性的认识，并引进“拷贝”的概念，与第二课时的阅读标题形成呼应。 Step 4 Summary (PPT 12) Give a brief summary of their debate. Point out any possible problems in their debate like the lack of ideas and supporting points. Tell students that you will read more about cloning in the following period and will have a further discussion. [Explanation] 对学生的辩论进行简短的评价，一是评价学生的表现，二是让学生产生更多的兴趣去阅读，并且阅读的目的性更明确，从而能够保证阅读的成效。 教后记： 主备人 丁佳园 执教人 授课日期 班级 总课题 M5U3 总课时 分课时 1 课型 复习 课题 M5U3 Reading 教学目标 1. use some useful phrases to state their “for and against” opinions on an atmosphere. write a persuasive article using supporting details. do conversion between book knowledge and their own knowledge. persuade using their voices. concern more about the relationship between science and nature. 教学重点 Words , phrases and sentence patterns 教学难点 Practical usage 教具 Blackboard , slides and handouts 教学内容 教法学法 Step 1 lead in (PPT 4-5) Start the lesson by a brief review of what students have talked about cloning. Present the learning objective of this period, which is to get more knowledge about cloning, and grasp effective ways to express positive and negative opinions. 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。因为阅读的内容相对比较多，因此要让学生在一开始就了解到本节课的学习目标，才能保证阅读的有效性。根据标题猜测作者的态度，进而在文章阅读完之后解决这个问题，体现了阅读的层次性。 Step 2 First reading (PPT 6-14) 1. Activity 1: Divide the whole class into 6 groups and set them off to dealing with separate paragraphs. Require them to make each paragraph into a short drama, a monologue or a small press conference dependently. Allow them five to six minutes to do speed reading and preparations. Requirements: They need to get the main idea of each paragraph across to their peers with very short performance and they need to pay attention to some details. 2.Before students’ performance, hand out question sheets to be completed so that students can better understand what is being performed and they can be more focused. 3.Check the answers. If there’s any information missing, they can do a second reading. [Explanation] 本节阅读部分内容比较多，如果单纯安排学生速读或听读的话，时间比较长，而且比较枯燥。在学生演绎各段内容的同时，让学生根据他们所看到听到的把相应的问题回答出来，可以锻炼他们“注意听”的能力。 Step 3 Second reading (PPT 15-19) Ask students to read the passage on P42 again and it they find any sentence difficult to understand, they can ask. What’s the author’s attitude? (neutral) What phrases can be used to state both positive and negative attitudes towards an item? ( On the one hand; on the other hand; and state different facts)) If you want to state “for” or “against” only, how or what can you write to make your arguments more persuasive? Free discussion. Ask students to read the two letters on P43 and ask students to do a brief summary. (Use “if” to state the possible consequences it can bring about, facts, quotes, etc.) Activity 2: Who’s got the most persuasive voice? Situation: I’m blind. I can’t read. How can I be persuaded? Just pretend they are in a debate. Ask students (divided into two groups) to practice reading the two letters using persuasive voices. This skill is a must for debaters and will be useful when they do debates in Project. [Explanation] 从两个方面的观点过渡到对单一观点的表达，让学生通过分别阅读这两封信来发现其写作内容的特点和方式的特点。同时让他们练习用辩论的方法把这两封信读出来，让学生在轻松的气氛中学会如何去用声音表达自己支持或反对的意见，也为后面Project部分的辩论打下一个基础。 Step 4 Summary (PPT20) 1. Skills to make your writing persuasive. 2. Whether the copy is perfect or not, it’s already happening. What matters most? It is how we take advantage of science instead of preventing science going forward. [Explanation] 在课堂的最后，利用两三分钟进行总结，进一步点题。 教后记： 主备人 丁佳园 执教人 授课日期 班级 总课题 M5U3 总课时 分课时 1 课型 复习 课题 M5U3 Word power 教学目标 have a better understanding of different meanings of prefixes and suffixes. have a larger vocabulary with the help of prefixes and suffixes. use specific words to describe human organs by means of comparison. 教学重点 Words , phrases and sentence patterns 教学难点 Practical usage 教具 Blackboard , slides and handouts 教学内容 教法学法 Teaching procedures: Step 1 Lead in (PPT4-5) Ask students to conclude some easy ways to double their vocabulary according to their years’ of English learning. Introduce the intended answer by providing some examples so that students can be led to the answer “By using prefixes and suffixes” or by “cloning it” (just for fun). [Explanation] 鉴于学生已有比较长时间的学习英语的经历，前后缀对于他们来说并不陌生。以让他们总结如何让自己词汇量加倍这一方法开始整堂课的教学，从开放的问题到焦点的关注，从悬念到平实，让学生在瞬间产生好奇，并且在答案揭晓的刹那能很好得活跃课堂气氛，为后面的教学做好铺垫。 Step 2 Prefixes and suffixes (PPT6-10) Brainstorming. Ask students to list as many prefixes and suffixes as possible and write them down on the blackboard. Their answers can be more than what are listed on Page 46. If anything is left out, it’s teacher’s job to complement. Do brief explanation if necessary. “I’m conquering.” It’s a game as well as a competition between boys and girls, which is intended to review some related vocabulary and help some students to enlarge their vocabulary. Rules are as the following: Students of either gender can take the initial to do the competition. For example, a girl student stands up first, picks any prefix or suffix and then says one word containing that suffix or prefix. Then boy students can’t not use that suffix or prefix any more because that field has been conquered. One student, one word a time. Boys and girls don’t need to take turns. It all depends on how fast their reaction is. But they have to make sure that following every suffix or prefix they have picked, there must be three different words. Then the side which conquers the largest field wins the competition. After the competition, teacher can add some words which appear on page 46 but are missed out in their answers such as illegal and disrespect. Tip: 1) Some words take a hyphen (-) when a prefix is added. 2) We sometimes need to change the ending of a word before we can add a suffix. [Explanation] 本节所列的前后缀除了pro-和anti-之外，学生都很熟悉，让学生进行头脑风暴，在短时间内迅速反馈以往学过的前后缀，使学生产生一种成就感，对于新知识的接受从情感和速度上都有更好的效果。对于学生没有想到的前后缀，就相当于是新的知识，要由老师进行补充，进行简单的解释即可。“攻城略地”游戏改变了以往让学生写出同一个词缀尽量多的词汇这一模式，评判标准更科学，参与性更强，对学生的团体合作精神也是很好的培养和激发。并且让学生好像真的有在靠实力攻城略地的感觉，随着他们的“地盘”越来越大，竞争会更激烈，课堂气氛也更好。教师在最后补充一些词汇，效果也更佳。 Step 3 Organs of the body (PPT11-17) Lead students to turn their focus to organs of the body by concluding: Different suffixes and prefixes have their specific meanings and you will find it easier to recognize those seemingly new words coated with prefixes and suffixes. If we call these suffixes and prefixes “ORGANs” of the vocabulary, then the “ORGANs” of our body are also playing different roles and having different jobs to do. Ask students to tell what human organs they have already been able to express in English. (Expected answers: liver, heart, etc.) Introduce some of the major organs of the human body by presenting a picture with arrow illustrations. Ask them to tell what they are according to their positions. And introduce relative English words. Ask students to explain their functions in English. Activity 1 Matching. Abstract five comparisons based on the passage on Page 47 and ask students to do matching and tell why. The reasons can be different from whatever presented in the passage. Activity 2. Application. Ask students to read a short poem on organs and ask them to fill in the blanks according to different functions of the organs, which can also help students consolidate the vocabulary. Time permitting, students can do their own writing as well. [Explanation] 本节出现的有关人体器官的几个词汇都不难，没有必要补充新的词汇。对47页上的那篇短文进行了简化处理，提炼出5个比喻，让学生进行连线练习，为学生提供了想象和逻辑判断的空间。而后的另一个练习，让学生运用已知以及新学的词汇结合他们对于几个器官作用的理解进行诗歌的填空，同样是对学生能力的一个提升。课堂的气氛将在这时达到另一个小高潮。若时间允许，可以让学生进行简单的诗歌仿写，甚至只要仿写一句话即可，激发学生运用英语的兴趣。 Step 4 Summary (PPT18) Ask students to briefly report what they have learned