Unit 9 Human Biology Writing Workshop 课件（共26张） 2024-2025学年高二英语北师版（2019）选择性必修3
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| 名称 | Unit 9 Human Biology Writing Workshop 课件（共26张） 2024-2025学年高二英语北师版（2019）选择性必修3 |  | |
| 格式 | pptx | ||
| 文件大小 | 1.8MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 北师大版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-05-01 20:15:55 | ||
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(共26张PPT)
Unit 9 Human Biology
Writing Workshop
In the class, you will be able to:
read and talk about the summary about Epidemics Explained;
analyse the structure and language of the summary;
write a summary for the text To Clone or not to Clone.
Learning objectives
Period 1
Work in groups. Put together some tips for writing a summary.
Tips for writing a summary
divide the passage into parts;
summarise the main idea of each part;
…
Warming-up
Read the text “Epidemics Explained” in this unit and think about the following questions.
How many parts can it be divided into
Which paragraphs may be included into each part
Read for Writing
Some epidemics were connected Definition
Cooperation needed to fight against epidemics Epidemics in the 21st century
The Text “Epidemics Explained” Parts Corresponding paragraphs Key information
Complete the first column of the table. Match the key information below for each part.
1
2
3
4
1-2
3-6
7-8
9
Definition
Some epidemics were connected
Epidemics in the 21st century
Cooperation needed to fight against epidemics
Summary of “Epidemics Explained” Para. Key information
Read the summary of “Epidemics Explained” below. Find the main focus for each paragraph.
1
2
3
4
Definition
Some epidemics were connected
Epidemics in the 21st century
Cooperation needed to fight against epidemics
Extra information such as the causes and classification of epidemics is left out.
Compare the summary with the original text. What information is left out Why Share with your partner.
The Text “To Clone or Not to Clone” Parts Corresponding paragraphs Main focuses
Read the text “To Clone or Not to Clone”. How many parts can it be divided into Which paragraphs may be included in each part Find out the focus for each plete the table.
1
2
3
1
2-3
4-6
Definition
Successful examples on cloning
Praises and concerns about clonings
Pre-writing
Cloning is the process of making an exact copy of a plant or animal and developing it either naturally or artificially. Natural cloning has been going on for generations. For example, gardeners have been using a form of cloning when they take a cutting from a plant and place it in a suitable medium, such as soil. Another example of natural cloning is identical twins, who are produced from the same egg.
Summary: Cloning means to make an exact copy of a plant or animal and natural cloning has been going on for generations.
Read the paragraph below. What’s the main idea of this paragraph Find the key words. Summarise the paragraph in one sentence. Do the same for the other parts of the text.
Writing Help
Writing a Summary
It’s important to:
read the text and divide it into parts;
summarise each part in one or two sentences, covering the key information;
avoid including examples or explanations;
avoid adding your own ideas;
use linking words where necessary.
Draft your summary based on Activities 4 and 5 in the textbook. Use the Writing Help to help you.
Compose Your Writing
Cloning means to make an exact copy of a plant or animal and natural cloning has been going on for generations.
For years, there had been attempts to clone animals artificially.
The successful cloning of primates has led to worldwide praise as well as a great deal of disagreement and strong emotions. Nonetheless, researchers insist that the science of cloning should be further explored and advanced.
Sample
Does the writer summarise the main idea of each section
Does the writer use his/her own words to summarise
Does the writer include his/her own opinion
Does the writer use transition words to link the writing
Edit your summary in pairs.
Mark any spelling, punctuation or grammar errors.
Mark any unclear expressions. Give suggestions if you can.
Underline the expressions you like.
Comments
__________________________________________________
Share what you have written in class.
Show Time
Polish and perfect the summary finished in class and revise how to write a summary.
Assignment
Period 2
Writing a summary
read the text and divide it into parts;
summarise each part in one or two sentences, covering the key information;
avoid including examples or explanations;
avoid adding your own ideas;
use linking words where necessary.
How do we write a summary
Review
Read and learn the following the expressions.
corresponding paragraphs
◆ corresponding adj. 相应的，对应的
e.g. All rights carry with them corresponding responsibilities.
◆ paragraph (par.或para.) n. 段，段落
e.g. Write a paragraph on each of the topics given below.
Notes
An epidemic is the rapid spread of an infectious disease over a short period of time, causing a large number of deaths, the number of which differs for different diseases.
◆ differ vi. 不同，不一样；有异议
e.g. French differs from English in some respects.
Globally, researchers are coming together to try to identify the causes for and help to find effective treatments for epidemics.
◎ identify & identical & identity & identification
(1) identify v.
◆ identify 找到，发现
e.g. Scientists have identified a link between diet and cancer.
(1) identify v.
◆ identify with sb 与某人有同感
e.g. I didn’t enjoy the book because I couldn’t identify with the main character.
◆ identify A as B (1) 显示，说明身份
e.g. His accent identified him as a Frenchman.
◆ identify A as B (2) 确认，认出，鉴定
e.g. The aircraft was identified as American.
(2) identical adj. 同一的，一样的
e.g. The two pictures are similar, although not identical.
(3) identity n.
◆ 身份，本身，本体
e.g. The police are trying to discover the identity of the suspect.
◆ 特征，个性
e.g. Their social and cultural identity washes away after some centuries.
(4) identification n.
◆ 鉴定，辨认
e.g. Only one witness could make a positive identification.
◆ 身份证明
e.g. Can I see some identification, please
◆ identification with sb/sth 强烈的同情感（或谅解、支持）
e.g. His identification with the hero of the book made him sleepless.
Before class, they prepare the ________________ (相应的) materials for each level.
The length of a ______________ (段落) depends on the information it conveys.
The story he told the police ______________ (不同) from the one he told his mother.
Fill in the blanks with the information in brackets.
corresponding
paragraph
differs
Practice
identity/identical/identify/identification
1. This is the ________________ hotel we stayed at last year.
2. The ______________ of the man has not yet been found out.
3. The study of fingerprints is considered as an important method of ____________.
4. Can you _______________ your brother in this picture
Choose the right words to fill in the blanks.
identical
identity
identification
identify
Assignment
What do you know about using animals in medical research Search online about the information and share in the class.
Unit 9 Human Biology
Writing Workshop
In the class, you will be able to:
read and talk about the summary about Epidemics Explained;
analyse the structure and language of the summary;
write a summary for the text To Clone or not to Clone.
Learning objectives
Period 1
Work in groups. Put together some tips for writing a summary.
Tips for writing a summary
divide the passage into parts;
summarise the main idea of each part;
…
Warming-up
Read the text “Epidemics Explained” in this unit and think about the following questions.
How many parts can it be divided into
Which paragraphs may be included into each part
Read for Writing
Some epidemics were connected Definition
Cooperation needed to fight against epidemics Epidemics in the 21st century
The Text “Epidemics Explained” Parts Corresponding paragraphs Key information
Complete the first column of the table. Match the key information below for each part.
1
2
3
4
1-2
3-6
7-8
9
Definition
Some epidemics were connected
Epidemics in the 21st century
Cooperation needed to fight against epidemics
Summary of “Epidemics Explained” Para. Key information
Read the summary of “Epidemics Explained” below. Find the main focus for each paragraph.
1
2
3
4
Definition
Some epidemics were connected
Epidemics in the 21st century
Cooperation needed to fight against epidemics
Extra information such as the causes and classification of epidemics is left out.
Compare the summary with the original text. What information is left out Why Share with your partner.
The Text “To Clone or Not to Clone” Parts Corresponding paragraphs Main focuses
Read the text “To Clone or Not to Clone”. How many parts can it be divided into Which paragraphs may be included in each part Find out the focus for each plete the table.
1
2
3
1
2-3
4-6
Definition
Successful examples on cloning
Praises and concerns about clonings
Pre-writing
Cloning is the process of making an exact copy of a plant or animal and developing it either naturally or artificially. Natural cloning has been going on for generations. For example, gardeners have been using a form of cloning when they take a cutting from a plant and place it in a suitable medium, such as soil. Another example of natural cloning is identical twins, who are produced from the same egg.
Summary: Cloning means to make an exact copy of a plant or animal and natural cloning has been going on for generations.
Read the paragraph below. What’s the main idea of this paragraph Find the key words. Summarise the paragraph in one sentence. Do the same for the other parts of the text.
Writing Help
Writing a Summary
It’s important to:
read the text and divide it into parts;
summarise each part in one or two sentences, covering the key information;
avoid including examples or explanations;
avoid adding your own ideas;
use linking words where necessary.
Draft your summary based on Activities 4 and 5 in the textbook. Use the Writing Help to help you.
Compose Your Writing
Cloning means to make an exact copy of a plant or animal and natural cloning has been going on for generations.
For years, there had been attempts to clone animals artificially.
The successful cloning of primates has led to worldwide praise as well as a great deal of disagreement and strong emotions. Nonetheless, researchers insist that the science of cloning should be further explored and advanced.
Sample
Does the writer summarise the main idea of each section
Does the writer use his/her own words to summarise
Does the writer include his/her own opinion
Does the writer use transition words to link the writing
Edit your summary in pairs.
Mark any spelling, punctuation or grammar errors.
Mark any unclear expressions. Give suggestions if you can.
Underline the expressions you like.
Comments
__________________________________________________
Share what you have written in class.
Show Time
Polish and perfect the summary finished in class and revise how to write a summary.
Assignment
Period 2
Writing a summary
read the text and divide it into parts;
summarise each part in one or two sentences, covering the key information;
avoid including examples or explanations;
avoid adding your own ideas;
use linking words where necessary.
How do we write a summary
Review
Read and learn the following the expressions.
corresponding paragraphs
◆ corresponding adj. 相应的，对应的
e.g. All rights carry with them corresponding responsibilities.
◆ paragraph (par.或para.) n. 段，段落
e.g. Write a paragraph on each of the topics given below.
Notes
An epidemic is the rapid spread of an infectious disease over a short period of time, causing a large number of deaths, the number of which differs for different diseases.
◆ differ vi. 不同，不一样；有异议
e.g. French differs from English in some respects.
Globally, researchers are coming together to try to identify the causes for and help to find effective treatments for epidemics.
◎ identify & identical & identity & identification
(1) identify v.
◆ identify 找到，发现
e.g. Scientists have identified a link between diet and cancer.
(1) identify v.
◆ identify with sb 与某人有同感
e.g. I didn’t enjoy the book because I couldn’t identify with the main character.
◆ identify A as B (1) 显示，说明身份
e.g. His accent identified him as a Frenchman.
◆ identify A as B (2) 确认，认出，鉴定
e.g. The aircraft was identified as American.
(2) identical adj. 同一的，一样的
e.g. The two pictures are similar, although not identical.
(3) identity n.
◆ 身份，本身，本体
e.g. The police are trying to discover the identity of the suspect.
◆ 特征，个性
e.g. Their social and cultural identity washes away after some centuries.
(4) identification n.
◆ 鉴定，辨认
e.g. Only one witness could make a positive identification.
◆ 身份证明
e.g. Can I see some identification, please
◆ identification with sb/sth 强烈的同情感（或谅解、支持）
e.g. His identification with the hero of the book made him sleepless.
Before class, they prepare the ________________ (相应的) materials for each level.
The length of a ______________ (段落) depends on the information it conveys.
The story he told the police ______________ (不同) from the one he told his mother.
Fill in the blanks with the information in brackets.
corresponding
paragraph
differs
Practice
identity/identical/identify/identification
1. This is the ________________ hotel we stayed at last year.
2. The ______________ of the man has not yet been found out.
3. The study of fingerprints is considered as an important method of ____________.
4. Can you _______________ your brother in this picture
Choose the right words to fill in the blanks.
identical
identity
identification
identify
Assignment
What do you know about using animals in medical research Search online about the information and share in the class.