牛津译林版（2019）选择性必修第二册 Unit 3 Fit for life Reading 教案（表格式）

教学设计 课程基本信息 课题 选择性必修第二册Unit 3 Fit for life Reading (period 1) 教学目标 By the end of this period, students will be able to 1. discuss the possible changes genome editting can bring to human life and health care; 2. explain their attitudes towards “designer babies”. 教学内容 教学重点： 1. To discuss the possible changes genome editting can bring to human life and health care; 2. To explain their attitudes towards “designer babies”. 教学难点： To understand the main idea of the article； To understand the lecturer's attitude towards genome editing technology. 教学过程 Pre-reading Step 1 lead in The teacher has students look at the pictures and answer the following questions. Question 1：Why do they look alike Question 2：What do you know about genes Step 2 Understanding the title The teacher has students understand the title before reading the transcript. How do you understand the title “The future is in our genes” While-reading Step 3 Reading for main idea The teacher has students read the lecture transcript and finish A1 on Page 32. Read the lecture transcript and write the main idea of each paragraph. Para. 1: Genome editing brings many exciting possibilities. Para.2: Genes play a critical role in shaping our lives. Para.3: Genome editing can help with disease treatment and prevention. Para.4: Many people are concerned about how to use genome editing appropriately. Para.5: Despite the public argument, genome editing is one of the greatest inventions in the history of science. Step 4 Reading for structure What is the structure of the lecture transcript Step 5 Reading for details 1. The teacher has students read the first paragraph and discuss in groups to answer the following question. How does the lecturer feel about genome editing Find evidence from the lecture transcript to support your opinion. 2. The teacher has students read the second paragraph and answer the following questions. Why are genes critical in shaping our lives What are words like “everything” “all” used for 3. The teacher has students read the third paragraph and fill in the blanks. How does genome editing help with disease treatment and prevention 4. The teacher has students read the fourth paragraph and answer the following questions. What questions arise about genome editing Should we restrict our use of this technology to _____ Should we prohibit geneticists from using it to _____ Is the idea of _____ a good thing What _____might it have 5. The teacher has students read the last paragraph and answer the following questions. What is the lecturer’s attitude toward genome editing A. Disapproving B. Doubtful C. Neutral D. positive Where can you find the evidence Post- reading Step 6 The teacher has students discuss in groups to answer the following questions. Q1: What do you think of “designer babies” Q2: If “designer babies”become a reality someday in the future，what characteristics do you expect “designer babies” to have Do you think the ... ...