高中Welcome to the unit教学设计及反思

Unit 3Fit for life

Welcome to the unit & Reading (I)

I. Learning objectives

By the end of the lesson, students will be able to:

1. read the lecture transcript about genome editing carefully；
2. know the main idea of each paragraph and understand how the passage is organized in the lecture;
3. improve the students’ critical thinking ability by answering the given questions.

II. Key competence focus

1. Improve the students’ ability of reading comprehension;
2. Train the students’ ability of critical thinking by reading and analyzing .

III. Predicted area of difficulty

1. Get the students to know how the lecture transcript is organized;
2. Improve the students language and leaning ability .

IV. Teaching procedures

Step 1 warming up: stimulating the students reading interest

1. Tshow four pictures or watch a short video to the class.
2. T leadsSs to look at the pictures and asks the following three questions:

1)    What jobs are described in the pictures?  (A surgeon is performing an operation; A physician is trained in general medicine; A chemist prepares and sells medicine in a shop; A dentist specializes in the care of people’s teeth )

2)    Would you like to be a medical professor? Why or Why not ?

3)    Can you describe an experience with a medical professor? What was it like?

4)    What advances in medical science have you heard about？

3. Get Ss to read some sentence about medicine and health to make them happy to the next step

    For example:

        The practice of medicine is an art not a trade; a calling, not a business, a calling in which your heart will be exercised equally with your head.

        An apple a day makes a doctor away.

        When the sun comes in, the doctor goes out.

【设计意图：课前播放有关看病或诊疗的视频来营造气氛，为本课堂主题的阅读做好铺垫。老师与学生随意的聊天切入课堂，让同学很快地进入情景，通过和学生的问答，预热有关文本阅读的生词，再自然导入阅读环节。】

Step 2 Reading for main idea

1.  T asks Ssto predict the lecture transcript

         What does the passage tell us ?

         What do you know about genes?

2.  T asks Ssto read the passage The future in our genes carefully, then complete the tables below.

【设计意图：略读得大意，寻读找细节的阅读技巧。提取文本中的主要信息，梳理细慨括、整理文本内容。训练学生快速获取信息的能力。】

Step 3 Reading for specific information

1. T asks Ss to read the lecture transcript again carefully and answer the following questions

1) what information does our personal genome carry? (It carries all the information needed to make us grow and develop, it also contains information that helps determine our lifespan and affects our chances of contracting certain diseases )

2) How can geneticists make changes to our genome?(By correcting, adding, deleting or replacing specific parts of genetic material)

3) How might genome editing make it possible to prevent diseases from developing?(By correcting abnormal genes early on)

4) what is a “designer baby”?(A “designer baby”is a baby whose characteristics have been specifically selected before it is born.)

5)what does the lecturer compare uncontrolled genome editing to ?(The lecturer compares it to a car out of control)

【设计意图：再次阅读求甚解。引到学生更深入地、全面地理解课文，并慨括和总结所学内容，培养学生语言组织能力。】

Step 4Discussion for further understanding

1. T asks Ss to discuss one of the following questions in groups. Each group can choose one of the questions.

• How does the lecturer feel about genome editing? Find some evidence from the lecture transcript to support your opinions.  

• The lecturer mentions that one day we will create a “designer babies”,What do you think of designer babies?

• What control can we put in place to make sure that genome editing will work to our advantages?

2. One member of each group present their result of discussion

【设计意图：体现迁移创新。进行话题的讨论，达到了学习的高潮。通过提问让学生理性回答，运用阅读材料训练学生主动思考，巩固并整合语言知识和所学的内容，培养和发展学生语言知识，思维能力和提升科学知识。】

Step 5 Summary

T asks Ss “Are you excited about the new possibilities that genome editing can bring us ?

Encourage Ss to apply what they read in this class to practice. 

【设计意图：一堂课即将落幕。学生对教材的反复阅读和思维的训练，最后让学生回扣今天所学的语言知识，也为听、说、读、写积累语言素材。】

V. Homework

1. Read the passage again and find the sentences that use the present perfect continuous tense

2. Underline proper lexical chunks from the lecture.