外研版选修六-module5教案
年级：高二科目：授课人：
附注：课型填“常规课”或“复习课”或“习题课”或“多媒体课”。
富县高级中学集体备课教案
年级：高二科目：授课人：
富县高级中学集体备课教案
年级：高二科目：授课人：
附注：课型填“常规课”或“复习课”或“习题课”或“多媒体课”。
富县高级中学集体备课教案
年级：高二科目：授课人：
富县高级中学集体备课教案年级：高二科目：授课人：
附注：课型填“常规课”或“复习课”或“习题课”或“多媒体课”。
富县高级中学集体备课教案
年级：高二科目：授课人：
附注：课型填“常规课”或“复习课”或“习题课”或“多媒体课”。
富县高级中学集体备课教案
年级：高二科目：授课人：
附注：课型填“常规课”或“复习课”或“习题课”或“多媒体课”。
外研版高中英语选修六Module 5CloningGrammar教案1
Module 5 CloningPart One: Teaching Design第一部分教学设计Period 3: Grammar—Subjunctive (1)GoalsTo learn to understand and use subjunctive (1)Procedures▇ Learning about subjunctiveToday we shall begin to study a both useful and difficult structure in English: s ubjunctive.●FORMUse the simple form of the verb. The simple form is the infinitive without the "to." The simple form of the verb "to go" is "go." The subjunctive is only noticeable in certain forms and tenses.●USEThe Subjunctive is used to emphasize urgency or importance. It is used after certain expressions (see below).EXAMPLES:I suggest that he study.Is it essential that we be there?Don recommended that you join the committee.●NOTICEThe Subjunctive is only noticeable in certain forms and tenses. In the examples below, the Subjunctive is not noticeable in the you form of the verb, but it is noticeable in the he form of the verb.EXAMPLES:You try to study often. You form of "try"It is important that you try to study often. Subjunctive form of "try"He tries to study often. He form of "try"It is important that he try to study often. Subjunctive form of "try"●Verbs Followed by the SubjunctiveThe Subjunctive is used after the following verbs:to adviseto askto command to demand to desireto insistto proposeto recommendto requestto urgeto suggestEXAMPLES:Dr. Smith asked that Mark submit his research paper before the end of the month. Donna requested that Frank be at the party.The teacher insists that her students arrive on time.●Expressions Followed by the SubjunctiveThe Subjunctive is used after the following expressions:It is best (that)It is crucial (that)It is desirable (that)It is essential (that)It is imperative (that)It is important (that)It is recommended (that)It is urgent (that)It is vital (that)It is a good idea (that)It is a bad idea (that)EXAMPLES:It is crucial that you be there before Tom arrives.It is important that she attend the meeting.It is recommended that he take a gallon of water with him if he wants to hike to the bottom of the Grand Canyon.●Negative, Continuous and Passive Forms of SubjunctiveThe Subjunctive can be used in negative, continuous and passive forms.NEGATIVE EXAMPLES:The boss insisted that Sam not be at the meeting.The company asked that employees not accept personal phone calls during business hours.I suggest that you not take the job without renegotiating the salary.PASSIVE EXAMPLES:Jake recommended that Susan be hired immediately.Christine demanded that I be allowed to take part in the negotiations.We suggested that you be admitted to the organization.CONTINUOUS EXAMPLES:It is important that you be standing there when he gets off the plane.It is crucial that a car be waiting for the boss when the meeting is over.I propose that we all be waiting in Tim's apartment when he gets home.●Should as SubjunctiveAfter many of the above expressions, the word "should" is sometimes used to express the idea of subjunctiveness. This form is used more frequently in British English and is most common after the verbs "suggest," "recommend" and "insist."EXAMPLES:The doctor recommended that she should see a specialist about the problem.Professor William suggested that Wilma should study harder for the final exam.■Making sentences with subjunctive (1)To build your understanding of the subjunctive (a) please go to text again to make as many。
外研版高中英语选修6Module5_Writing_名师教学设计
Module5 Writing 名师教学设计1教学目标知识与技能:1、让学生能够理解课文内容;2、让学生能够写出关于“克隆”话题的议论文。
过程与方法:任务型教学活动情感态度与价值观:1、让学生理解高科技的迅速发展有可能给人类的未来带来巨大的正面或负面影响。
2、让学生初步了解生物科学的一些相关的专业,有益于他们未来的职业规划。
2学情分析经过高一一年的学习,高二学生累积了一定的英语知识,对英语学习产生了兴趣。
“克隆”相对来说是学生平常很少接触的话题,但他们可以通过报纸电视网络等各种媒体获取相应的信息。
在预习的基础上,通过老师的帮助和引导,学生可以学会运用相关的词汇来完成关于这个话题的议论文写作。
3重点难点1、锻炼学生从课文获取信息的能力。
2、让学生练习表达自己的意见和想法。
4教学过程4.1第四学时4.1.1教学活动活动1【导入】Lead－in展示几张漫画,引出这篇课文的话题——克隆。
活动2【讲授】ReadingTask1: Read the text and then find the answers to the questions on the screen.Task 2: Have a discussion about cloning in pairs.提出相关问题,引导学生完成任务活动。
活动3【练习】WritingTask 1: Make notes of arguments for and against cloning.Task 2: Decide whether they are for or against cloning and try to think of some arguments of their own and then write a paragraph of the topic.Task 3: Finish the exercises of the useful expressions and sentences.引导学生讨论“克隆”的优缺点,列出提纲。
外研版高中英语选修六《Module5Cloning》教案
高中英语学习材料madeofjingetiejiI．教学内容分新本模块以“Cloning”为话题，通过一篇科幻小说引入话题，并复习以前学过的描写电影和小说的词汇，旨在让学生初步了解一些关于生命科学方面的知识，并能就自己所了解的相关知识发表自己的看法。
能较明确地表达自己赞成或反对克隆的理由。
Introduction部分通过对Frankenstein这部恐怖电影的介绍，使学生对该电影有初步的了，解，并让学生复习关于描述电影的词汇。
Reading and Vocabulary部分选取了Frankenstein这部恐怖电影的故事大纲和部分片段，并设置了五个相关练习。
第一题要求学生阅读全文并完成句子，该部分内容能很好地训练学生理解文章的能力；第二、三题则通过词义解释和回答问题的方式来考查学生对词汇的认识程度；第四题让学生回答十个与文章相关的问题，促使学生更好地理解文章的细节；第五题让学生在理解文章后，回答几个问题并进行相关的讨论，从而为本模块的Speaking and Writing做好充分的准备。
Function部分通过对阅读文章中5个句子的提问，使学生初步了解如何谈论和表达“对现在和过去的遗憾”，并通过相关的练习使学生较熟练地掌握该功能项目。
Speaking部分要求学生以对话的方式，运用新学的语言功能项目，来说明各自对课文内容的理解，培养学生在学中用、在用中学的能力。
Listen~and Vocabulary部分先是对克隆技术的简单介绍，旨在让学生为接下来的听力内容储备相关的背景知识和词汇。
听力内容是一段对一位从事克隆研究的科学家的采访，要求学生在听的基础上完成判断对错的题目，在之后的练习中纠正错误信息。
Grammar部分介绍了虚拟语气这一高中语法的难点，让学生通过上下文的联系来理解听力材料中的虚拟句，并回答问题，从而加深对虚拟句的理解，同时在具体的语境里，学会使用虚拟语气。
Everyday English部分列出了几个在听力材料里出现过的短语，通过词义搭配和社会对话的练习，使学生在理解短语的基础上能较自然准确地使用所学的内容。
英语选修外研版(6)module5教案(13)
1.1 INTRODUCTION部分通过对Frankenstein这部恐怖影片背景知识的绍，学习与模块主题相关的词汇。
1.2 READING AND VOCABULARY部分重点介绍了小说Frankenstein的故事梗概及据此改编的影片内容摘要，并根据阅读内容设置了五个理解性习题：第一小题要求学生阅读文章后完成句子，以加强对阅读内容的了解；第二、三小题分别以词汇释义和问答形式考查学生对词汇的理解；第四小题就文章内容设置了10个小问题，考查学生对对文章细节内容的理解；第五个小题要求学生就7个小问题展开讨论，以进一步加深对文章内容的理解。
2.认读词汇
cell, resemble, eventually, fiancée, huge, lip, monster,terrifying, frightening, horror, wrinkled, disgust, emotion,murder, argument, obviously, incredible, nonsense, vein,contrast, gene, identical, imaginary, violence
▲Distinguish between points of an argument▲Write a discursive paragraph about cloning
▲Role-play a scene from Frankenstein
II.目标语言
功能句式
Talk about past and present regrets
6. They said that she should have chosen one of the many catswithout a home — cats like this are a common problem in manycountries. P93
高中英语外研版高中选修6Module5Cloningreadingpractice教学设计
Module 5 CloningJurassic ParkTeaching goals1.Target languagea. 重点词汇prehistoric mosquitoes, scientifically, fiction, eccentric, preserved, previous,intactEthical, Amusementb. 重点句子As far as we know, mosquitoes that old do not exist.Second, although it is possible to find the mosquitoes, only females can absorb the DNA of another creature.Even if it was possible to bring dinosaurs back to life they could not survive in the present day environment.2. Ability goalsEnable the students to understand the text.3. Teaching important & difficult pointsHelp the students learn about the film and cloning.Teaching methodsTask-based activities.Teaching procedures & waysStep I Warming UpTalk about Jurassic Park and the director with the students.Step II ReadingTask 1: Ask the students to read the text first and then finish the Exercises 3.Listen & choosethe best main idea.The passage is about___.a. the story the film Jurassic Parkb. the scientific truth behind dinosaur cloning in Jurassic Parkc. the principles of DNA and cloningd. why dinosaurs died outTask 2: Ask the students to read the text again and then finish Exercises 5.Choose the best answers.1.The story of Jurassic Park is based on the idea that mosquitoes preserved since prehistoric times ___.(a) can be used to create living dinosaurs(b) can be found in Costa Rica(c) can be cloned(d) contain dinosaur blood which contains dinosaur DAN2. In fact, dinosaurs died out before mosquitoes existed, so___.(a) the basic story of Jurassic Park is fiction(b) mosquitoes need to be older(c) dinosaurs are at least 60 million years old(d) it’s possible to clone dinosaurs3. Although preserved mosquitoes have been found, ___.(a)female mosquitoes cannot absorb DNA(b)it’s not possible to confirm that the DNA it contains is from a dinosaur(c)no dinosaur DNA from an earlier period has been discovered(d)DNA breaks down after a long period of time4. The questions which arise from the cloning of dinosaurs___.(a) prove that Jurassic Park is fiction(b) do not prove that Jurassic Park is fiction(c) mean we can clone them successfully(d) are easy for scientists to answer5. A suitable environment where dinosaurs might survive___.(a) can be found in Hollywood, USA(b) is scientifically impossible(c) probably doesn’t exist today(d) would be different from the environment dinosaurs are used toTask 4: Fill in the blanks with the correct form.Jurassic Park is a __________（succeed）sci-fi adventure film, ___________ is directed by steven spielberg. In this film, ______ eccentric millionaire has created living dinosaurs for ______(he) new Jurassic Park by_______(clone) DNA taken from prehisoric mosquitoes. But the dinosaurs get out of control. It's now a race for_________ (survive) with everyone _________ ((locate）all over the island.But it is ____________(science) possible to clone dinosaurs. Dinosaurs DNA would not be intact since their ____________ (extinct). Even if it was possible, dinosaurs would find great difficulty ______（live）here.Task 5: Text analyzing and fill in.In fact, it is impossible to clone dinosaurs. First, dinosaurs are ____ ____60 million years old, but___ ___ ____ ___ ___, mosquitoes that old do not exist. Second, although it is possible to find the mosquitoes, only females can _____the DNA of another creature. Also there is no _____ __ ____________if the DNA was from a dinosaur or not. Thirdly, when life ends, DNA ________________and does not reapair itself. What’s more, even if it was possible to ______ dinosaurs _____ _____ _____they could not survive in the present day environment.Step III Homework1. Find more about the information and retell the story.2. Prepare for the next period: Find some information about cloning.。
外研版高中英语选修六Module5Cloning教案
外研版⾼中英语选修六Module5Cloning教案Module 5 Cloning【教学⽬标】1.掌握选修六M5的语法知识点【知识梳理】虚拟语⽓(Ⅰ)阅读下列句⼦,体会⿊体部分的⽤法1.If you were head of the government, would you allow cloning?2.If we hadn't made adequate preparations, the conference wouldn't have been so wonderful.3.lf it were to rain/should rain/rained, the crops would be saved.4.Had I worked hard, I would have surely succeeded.5.Were she my daughter, I wouldn't allow her to study abroad.6.Should I have time, I would call on her.7.But for your help, we couldn't have succeeded.8.She wasn't feeling well.Otherwise she wouldn't have left the meeting so early.⼀、虚拟语⽓在⾮真实条件句中的⽤法要是我哥哥在这⼉,⼀切都没问题了。
(与现在事实相反)If I had enough money, I would take the beautiful dress for my daughter.如果我的钱⾜够的话,我就会为⼥⼉买下这件漂亮的礼服。
(与现在事实相反)If you had got up earlier, you would have caught the train.如果早点起床,你就会赶上⽕车了。
外研版选修六Module-5-教案
外研版选修六Module 5 Cloning Reading and vocabulary 教案洛川县中学王麦锋外研版选修六Module 5 CloningReading Frankenstein’s Monster教案洛川县中学王麦锋Knowledge and skills:KnowledgeWords: resemble、murder、refuse、breatheExpressions: burn out, contrast with, throw oneself on makea sound, again and againPatterns: 1、While studying at university, he discovers the secret to how to create life.2、It was on a cold November night that I saw my creationfor the first time.Skills1、To learn new words and phrases2、To develop the students’ reading ability3、To learn more information about FrankensteinProcess and methods:1.Fast-reading2. Careful-reading3. DiscussionEmotion, attitude and value:To know more information about Frankenstein and beinterested in the science technology of cloningImportant points:1、To help the students understand the text and master someimportant language points2、To train the students’ reading skillsDifficult points:How to make the students understand the text betterAids: Multimedia facilities, tape-recorder, photosStep1. Revision and Lead-inRevise and lead in by asking the following questions:1、Who wrote the novel Frankenstein?2、What fiction is it ?What is the novel about?3、Who played the monster?4、What does the monster look like?Step2 .ReadingActivity1: Get the students to predict the content of the text according to “ the title of the text ”* What is the relationship between Frankenstein and monster ?Frankenstein ’s monsterFrankenstein( creator) monster(creation)Activity 2 : Listen to the tape and find out the main idea of each paragraphPara 1 when Frankenstein saw the monster Para 2 the story of FrankensteinPara3 what the monster looked likePara4 Frankenstein thought it was only uglyPara5 Frankenstein’s feeling and fearActivity 3: Read the text fast and match the words with their meanings1.chase a women who is going to marry2.fiancee to kill someone3.veins a part of the human body4.murder to catch someone5.nightmare blood moves through these6.disgust a terrible dream7.bone to make someone dislikeActivity 4: Read the text carefully and answer the following questions .1、How did Frankenstein create the monster?2、Why did Frankenstein decide to destroy the monster?3、Why was Frankenstein so disgusted when he first saw the monster?4、what do we learn about the monster’s a ppearance?5、why did Frankenstein wake shaking with fear?6、what did Frankenstein do when the monster came to his bed?7、“But these things contrasted horribly….”“these things” refers to_________8、 what did Frankenstein regret?Activity 5: Retelling the text by filling in the blanksMany years ago, I ______monster who a human being .He is very_______, _________ and _____._.One day ,he asked me to _______ a wife for him . WhenI __________ to do it , he was so angry that he _______ my brother ,friend and my __________. In order to ________the monster, I ____him to the Arctic , where he _______ into the ice and snow .However ,he is ___________and hashuman_________Activity 6: Discussion1、Do you think Frankenstein was frightened by the monsterwhen he stood by the scientist’s bed?2、what lesson do you learn from the film ?Step 3.Summary and HomeworkIn this class，we have read the passage --- Frankenstein’s monster.By this ,we have learned something about the film .Also we knew the rapid development of high-technology such as cloning which brings us some advantages ,but sometimes it also causes negative impact .So we should enhance awareness of scientific ethicsHomework :1、You should read the text again and again to understandit better2、Find out some phrases and sentences which you don’t understand。
高中英语外研版选修6【教学设计】Module 5
Module 5 Cloning本模块以“Cloning”为话题，通过一篇科幻小说引入话题，并复习以前学过的描写电影和小说的词汇，旨在让学生初步了解一些关于生命科学方面的知识，并能就自己所了解的相关知识发表自己的看法。
能较明确地表达自己赞成或反对克隆的理由。
【知识目标】Key vocabulary: ugly, create, beautify, bone, chase, fear, lifeless, beneficial, nature, ban, encourage, society, clone, monster, cure, head, control, dislike, unable, wingKey structures: 1. I wish I had not…2. I wish I was…3. I wish I could…4. If that happened, it would be terrible.【能力目标】1. To introduce the topic“Cloning”to Ss.2. To get Ss to master the vocabulary and some reading skills.3. To enable Ss to talk about the novel and the film Frankenstein.【情感目标】Learn the impact of high-tach, like cloning.【教学重点】1. 本模块的生词和短语。
2. 能正确理解虚拟语气并进行准确运用。
3. 学会表达自己赞成或反对的理由。
【教学难点】1. 听懂有关介绍克隆知识的采访。
2. 学会陈述自己的观点和理由。
3. 学会根据字面意思来正确地判断其深层含义。
4. 学写关于反对或赞成克隆的议论文。
Tape recorder, MultimediaStep 1. Introduction & ReadingIntroduction1. DiscussionDo you like to see films? What kind of films do you like to see?Have you ever seen a science fiction film? If so, please give the names of the film.2. Read the passage and find out the sentences which describe the monster in the passage.3. Read the passage and fill in the blanks.Step 2. Reading and vocabulary1. What do you think of horrible films?If you are a film director, do you like to make some terrifying scenes in a science fiction film? Why do you do like that? Tell the reasons.2. Read Part 1 the story of Frankenstein and answer the questions.3. Read Part 2 and summarize the main idea of each paragraph.4. Read Part 2 Extract from Frankenstein and answer the questions.5. True or FalseStep 3. Language points1. burn out2. contrast withStep 4. Listening and readingListening1. Do you know “cloning”? Introduce Dolly and other cloned animals.2. Listen to a radio discussion about cloning and check the arguments for and against cloning that mentioned in Activity3.3. Listen again and try to find the answers to the questions.。
外研版选修6第五单元教学设计（优秀范文五篇）
外研版选修6第五单元教学设计（优秀范文五篇）第一篇：外研版选修6第五单元教学设计Reading and Vocabulary I.Introduction of Frankenstein Answer the questions: 1.When was the film made? 2.Say what you know about the story.Describe the monster using the words below:huge, human being, lip, monster, ugly, frightening, horror, resemble, wrinkled II.Pre-readingAre you interested in horror films? What horror films have you ever seen? III.Reading 1.fast reading Part1.Scan this part and complete the sentences.1.When Frankenstein studies at university, he ____________________________.2.He creates the monster by_________________________________________.3.The monster is like a human being because______________________________.4.The scientist decides to destroy his creator because _______________________.5.At last, ___________________________________.Answers: 1.discovers the secrets of how to give life to a lifeless mattering bones from a dead body3.it has learnt to speak, is intelligent and has human emotions4.the monster murders his brother, his best friend and his wife.5.the monster disappears into the ice and snow to end his own life.Part 2: Extract from Frankenstein.Give the right order.a.Frankenstein had worked for nearly two years with one aim only to give life to a lifeless body.b.Frankenstein threw himself on the bed in clothes and had terrible dreams.c.He ran out of the room and hid in the garden, regretting what he had done.d.The monster opened his eyes and came t o the world.e.His fiancée appeared in his dream.f.The monster stood by the scientist’s bed, watching him.He wantedto say something.adbefc2.Intensive readingAnswer the questions according to the two parts.a.What do we learn about the monster’s appea rance?He is very ugly, with wrinkled yellow skin and black lips.b.Why was the young scientist so disgusted when he first saw the monster? Because he had wanted to create something beautiful, but this one was ugly.c.What had Frankenstein wanted more than anything in the world? To give life to a lifeless body.d.Why did Frankenstein wake shaking with fear? Because he had terrible dreams.e.Why did the monster come to Frankenstein’s bedroom? Because it wanted to talk with him.f.What did Frankenstein do after running out of the room for the second time? He hid in the garden because he was terrified by the monster and regretted having created him.3.Post reading Discuss the following questions.What do you think of creating a creature? Are you for or against cloning? IV.Vocabulary1.Find words in the passage which mean:a.a terrifying dreamb.your blood moves through these in your bodyc.the most northern part of the worldd.the thing that everything is made ofe.very different from answers: nightmare, veins, Arctic, matter, contrast nguage points 1.give life to sb give sb life给某人以生命e.g.Mother gave life to me.妈妈给与我生命。
外研版选修六_module5教案
外研版选修六_module5教案模块名称：外研版选修六_module5教案一、教学目标：1. 熟悉并理解本模块的主题和内容，培养学生对文学作品的欣赏能力。
2. 培养学生的阅读和写作能力，提高他们的语言表达能力。
3. 帮助学生了解并分析文学作品中的文化背景和社会背景，增加他们的文化素养。
二、教学重点：1. 学生能够理解和解读文学作品的主题和情感。
2. 学生能够用适当的词汇和句子表达自己的观点和感受。
3. 学生能够分析文学作品的文化和社会背景。
三、教学难点：1. 帮助学生理解和分析文学作品中的隐喻和象征意义。
2. 培养学生的批判性思维和创造性思维能力。
3. 帮助学生运用所学知识进行文学作品的鉴赏和评价。
四、教学准备：1. 教师准备：教案、课件、文学作品相关的资料。
2. 学生准备：课本、笔记本、作业本。
五、教学过程：1. 导入（5分钟）引导学生回顾上一节课的内容，提出本节课的主题和目标。
2. 阅读与理解（20分钟）2.1 教师介绍本节课的文学作品，并简要讲解文学作品的背景和主题。
2.2 学生阅读文学作品，并回答相关问题。
2.3 学生讨论文学作品的主题和情感，并用适当的词汇和句子表达自己的观点和感受。
3. 分析与解读（25分钟）3.1 教师引导学生分析文学作品中的隐喻和象征意义，并解释相关概念。
3.2 学生进行小组讨论，分析文学作品中的隐喻和象征意义，并总结归纳。
3.3 学生用适当的词汇和句子表达自己对文学作品的理解和解读。
4. 文化与社会背景（15分钟）4.1 教师介绍文学作品的文化和社会背景，并引导学生思考相关问题。
4.2 学生小组讨论，分享彼此对文学作品文化和社会背景的理解和分析。
4.3 学生用适当的词汇和句子表达自己对文学作品文化和社会背景的认识和体会。
5. 总结与评价（15分钟）5.1 教师总结本节课的重点和难点，澄清学生的疑惑。
5.2 学生进行自我评价，总结本节课所学内容。
5.3 教师布置课后作业，巩固学生对本节课内容的理解和掌握。