高中英语Unit3Scienceandnature教案牛津译林版必修5
高中英语 Unit3 Science and nature Project教案1 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.。
高中英语Unit3ScienceandnatureProject教案2牛津译林版必修5
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Unit 3《Science and nature》(第3课时)教案
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Third period Reading strategies: Understanding scientific terms When reading articles about science, we often come across difficult sc ientific terms. We have to work out their meaning in order to understand the text as a whole. Begin by reading the first and last paragraphs for an idea of what the article is about. Then, scan the body of the article. Circle any words you do not know. Question things you do not understand or that do not appear to make sense. Finally, read through the article a few times. You will often be amazed to discover that what confused you at first makes sense upon further readings. 20XX 年江西卷 D 篇 Why should mankind explore space? Why should money, time and effort be spent exploring and researching something with so few apparent benefits? Why should resources be s pent on space rather than on conditions and people on Earth? These are questions that, understandably, are very often asked. Perhaps the best answer lies in our genetic makeup(基因构成) as human beings. What drove our ancestors to move from the trees into the plains, and on into all possible areas and environments? The wider the spread of a species, the better its chance of survival. Perhaps the best reason for exploring space is this genetic tendency to expand wherever possible. Nearly every successful civilization has explored, because by doing so, any dangers in surrounding areas can be identified and prepared for. Without knowledge, we may be completely destroyed by the danger. With knowledge, we can lessen its effects. Exploration also allows minerals and other potential ( 潜 在 的 ) resources to be found. Even if we have no immediate need of them, they will perhaps be useful later. Resources may be more than physical possessions. Knowledge or techniques have been acquired through exploration. The techniques may have medical applications which can improve the length or quality of our lives. We have already benefited from other spin-offs including improvements in earthquake prediction, in satellites for weather forecasting and in communications systems. Even non-stick pans and mirrored sunglasses are by-products ( 副产品 ) of technological developments in the space, the chance to save ourselves might not exist. While many resources are spent on what seems a sm all return, the exploration of space allows creative, brave and intelligent members of our species to focus on what may serve to save us. While space may hold many wonders and explanations of how the universe was formed or how it works, it also holds dangers. The danger exists, but knowledge can help human being to survive. Without the ability to reach out across space, the chance to save ourselves might not exist. While Earth is the only planet known to support life, surely the
牛津译林版高中英语必修五Unit3《Scienceandnature》教案2
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。
高中英语Unit3ScienceandnatureReading教案牛津译林版必修5
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
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 nature》Project 教案 2
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.。
高中英语Unit3Scienceand nature project 教案 牛津版必修5
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.。
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(1) From just these pictures, can you identify the differences between the cloned animals and normal ones? (1) In your opinion, what might be the differences between these cloned animals and normal ones? 3. Have students hold a debate about whether it would be a good idea to clone humans some day. Divide students into two groups. One group represents anti-cloning views while the other represents pro-cloning views. Encourage students to provide as many reasons as they can to support their ideas. [布置作业] [教学后记] Unit3 Science and nature 主备： 第 2-4 课时 总 10 课时 Reading : The perfect copy 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. Teaching aids: The multimedia Brief teaching procedures: Step1 Lead- in 1. Encourage students to share their sources relevant to cloning technology with the whole class. 2. Tell students that cloning has been the subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates between scientists, politicians and
Unit3
Science and nature
[Preparation for your own class.] [Preparation for your own class.]
Welcome to the unit Teaching objectives: 1. To arouse students’ interest in the unit topic 2. To help students kwon more about cloning technology 3. To encourage students to participate in the discussion relevant to cloningபைடு நூலகம்Teaching focus and difficulties: 1. Make sure that students can have the basic knowledge about cloning. 2. Make sure that each student can hold their own opinions towards cloning. Teaching aids:The multimedia Brief teaching procedures: Step1 Brainstorming 1. Show a picture of the first cloned mammal, Dolly. Give some introduction about the creation of Dolly. 2. 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 1.Show the following three pictures one by one, each of which shows a successfully cloned animal. As to the three pictures, we conduct the following activities. (Picture2) The five little pigs’ names are Noel, Angel, Star, Joy and Mary. (Picture3) Tell students that the kitten in the picture is called Cc. Its name is from ‘Copycat’. Scientists in the USA created it with a cell taken from its mother, Rainbow. It was born in December 2002. (Picture4) The name of the cloned monkey is ANDi. It is from ‘inserted DNA’ spelt backwards. It is the first genetically modified monkey. The technology is different from that used for Dolly. 2. Get students to form groups of four or six to discuss the further questions: