北师大版选必修3 Unit 9 Human Biology基于新课标的单元整体教学说课稿

Good afternoon, all dear judges and teachers.It’s my great honor to elaborate on the design of my lesson.My coming introduction will mainly cover these three aspects, the analysis of the overall unit,including the analysis of the teaching materials and students.Then my teaching procedures, the key points and the difficult points included. And the last one is about the highlights and reflection of this lesson.
The material I talk today is taken from Unit 9 from optional compulsory Book 3,published by Beijing Normal University Press. During the starting out, through group activities, students can discuss and share the functions of humans’ body and mind, which leads to the topic of human biology.Next part is reading.Students are going to read an argumentation on cloning, including the definition of cloning, the achievements that have been made, different views on cloning,etc."The main focus of grammar in this unit is on the perfect, with key vocabularies integrated into pre-lesson activation and listening, speaking, reading, and writing texts. Then Students will listen to a text about the structure and functions of the brain and practice imitating how to seek and express opinions through dialogues. Next An exposition showcases several major historical epidemics, guiding students to reflect on the relationship between humans and nature while developing their ability to summarize and extract main ideas from articles. In reading club,Understanding the history of traditional Chinese medicine, its belief, and treatments promotes cultural confidence among students. During the process through speeches and debates, students are guided to express their understanding of the advantages and disadvantages of modern technology, fostering their critical thinking skills.
So the unit is organized from arousing students’ interest in science,to gaining more insight into the development of science,then reflecting the relationships between humans and nature,Appreciating the significance of harmonious coexistence between humans and nature. Finally, by integrating these elements with traditional Chinese medicine, we aim to elevate the theme and enhance students' sense of national pride.
The theme of the teaching material is about cloning,which includes its definition,achievements,potential benefits,moral concerns and the writer’s attitude.Aimed at introducing some information about cloning and arousing thinking about the development of science,we bring the passage for students.It is an argumentation with different opinions and organized based on the developing line.Students relevant knowledge about human biology has been activated in the previous session ,so they have a simple understanding about bioscience.For cloning is so relevant to bioscience,they're very curious to explore more about genes or cloning.Through reading and complete tasks relevant to the text,students can learn more by finding out the gist,answering questions,drawing structural map,and cooperating.Potential difficulties may also occur in reading between lines for a better insight into the message, especially the critical thinking of cloning.
By the end of the class, Students will be able to read for general ideas and specific information,and discuss how a writer organizes writings,analyse a writer’s intentions and opinions, read and talk about science or cloning,and then raise their awareness of national pride,and develop our interest in science.Key points may lie in finding out the main ideas of each paragraph and finding out the main ideas of each paragraph.Students may have trouble in drawing an structural map based on the way the passage is organized and expressing their own opinions about cloning clearly after reading.
As for my teaching procedures,to begin with,I give students questions like “What’s the first thing comes to your mind in terms of cloning ”and “Is cloning far away from our lives ”,then show them some pictures and an episode concerning cloning in our lives to arouse their interest in the text.In the reading part, we have three different levels of activity.In the part of fast reading,students should identify the genre of the article and find out the main ideas of each paragraph in the form of selection and matching.In order to further facilitate students deep learning, I gave them a chance to discuss,draw and share their own structural map in groups.So during the process a student get a clear structure of this passage. And with the help of this clear structure, it would be very easy for them to locate the key information,which assists them in reading for details.Students read the first three paragraphs again, and answer the questions based on their notes.In this part,students may be aware of the great achievements of China in cloning,taking pride in our country.Through reading paragraphs 4-5,list the potential benefits of, and moral concerns about cloning primates,students can cultivate a critical thinking and acceptance of diversity.In last paragraph,I designed two questions which are similar to question types on College Entrance Examination.By reading the last paragraph,and completing the following exercises,students can practice their skill in solve these questions.Students think,share,and discuss advantages and disadvantages about cloning after learning,then express their views clearly through participating in an English Debating Competition actively.From their presentation, we can see they got to reflect on humanity and cloning from different aspects,gave some their constructive comments and raised some questions to inquire. More importantly, I think they have made some very good suggestions on how to treat science cautiously. Finally,students review what they have learnt in this class by completing a Gap Filling.
Before we end the class, we come back to the theme of this unit , human biology. And with the quote of Einstein, we reflect on the true meaning, the key points of cloning or human biology.And students are invited to draft a speech about “To clone or Not to Clone ”no less than 80 words,which is helpful in further thinking.
The progression from abstract to concrete is achieved through a step-by-step approach,facilitating the deepening of thinking and enhancing thematic understanding.During teaching,we should ask precise questions, indicate the reading direction, and leave enough room for students’ thinking.Through encouraging collaborative inquiry among students, our goal is to enrich the vitality of learning.The process of learning should enable students to effectively summarize relevant themes, recognize the distinctive characteristics of various writing styles, and develop a deep appreciation for the artistry of language.As the old saying goes, it is never too late to learn. By referring to literature, we can find theoretical support that can stimulate thinking and enhance understanding. The process of learning enhances the practice of teaching and fosters a culture of lifelong learning.