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Unit 3 Fit for life
Welcome to the unit & Reading (I)（教學設計）
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 their critical thinking ability by answering the given questions.
II. Key competence focus
Improve the ability of reading comprehension and critical thinking.
III. Predicted area of difficulty
Get the Ss to know how the lecture transcript is organized.
IV. Teaching procedures
Step 1 Warming up
T shows four pictures to the class.
T leads Ss to look at the pictures and asks the following three questions:
What jobs are shown in the pictures
Would you like to be a medical professional Why or why not
Can you describe an experience you had with a medical professional What was it like
What advances in medical science have you heard about？
T leads Ss to read some sentences about health.
Health is happiness.
An apple a day makes a doctor away.
When the sun comes in, the doctor goes out.
【設計意圖：課前讓學生們看一些與本課主題相關的圖片營造氛圍，為本課堂主題的閱讀做好鋪墊。老師與學生隨意的聊天切入課堂，讓同學很快地進入情景，通過和學生的問答，自然地導入閱讀環節。】
Step 2 Reading for main idea
1. T asks Ss to predict the lecture transcript.
What does the passage tell us
What do you know about genes
2. T asks Ss to read the lecture transcript carefully, then complete the chart below with the main idea of each paragraph.
【設計意圖：提取文本中的主要信息，梳理概括文本內容，訓練學生快速獲取信息的能力。】
Step 3 Reading for specific information
T asks Ss to read the lecture transcript again carefully and answer the following questions.
What information does our personal genome carry
How can geneticists make changes to the genome
How might genome editing make it possible to prevent diseases from developing
What is a “designer baby”
What does the lecturer compare uncontrolled genome editing to
【設計意圖：再次閱讀求甚解。引到學生更深入地、全面地理解課文，培養學生語言組織能力。】
Step 4 Discussion
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 evidence from the lecture transcript to support your opinion.
The lecturer mentions that one day we will be able to 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 advantage
2. Each group chooses one Ss to present their result of discussion.
【設計意圖：體現遷移創新。進行話題的討論，達到了學習的高潮。通過提問讓學生理性回答，運用閱讀材料訓練學生主動思考、鞏固并整合語言知識和所學的內容，培養和發展學生語言知識和思維能力。】
Step 5 Summary
T encourages Ss to apply what they have read in this class to practice.
T: Are you excited about the new possibilities that genome editing can bring us Why
【設計意圖：一堂課即將落幕，最后的問題讓學生回扣今天所學的語言知識，也為聽、說、讀、寫積累語言素材。】
V. Homework
Read the passage again and find the sentences that use the present perfect continuous tense.
1

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